Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020

More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamification...

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Veröffentlicht in:	Computer assisted language learning Jg. 36; H. 3; S. 517 - 554
Hauptverfasser:	Shortt, Mitchell, Tilak, Shantanu, Kuznetcova, Irina, Martens, Bethany, Akinkuolie, Babatunde
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	Oxford Routledge 04.03.2023 Taylor & Francis Ltd
Schlagworte:	Application CALL Computer Assisted Instruction Computer assisted language learning Computer Oriented Programs Data collection Design Duolingo English language Gamification Handheld Devices Incentives Informal Education Language Language acquisition language learning Language usage Learning Learning environment Learning outcomes Literature reviews MALL Preferences Research design Research Methodology Revealed preferences Sampling Sampling methods Second Language Instruction Second Language Learning Systematic review
ISSN:	0958-8221, 1744-3210
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Abstract	More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamification elements within this popular language learning application. This application's pervasive reach, flexible functionality, and freemium business model has brought significant attention to gamification in MALL. The present systematic review aims to summarize different methods, frameworks, settings, and research samples used to assess Duolingo's design and impact on various learning outcomes. We carried out a complete database search for articles focused on the issues of design, application, and pedagogies in the use of Duolingo. Three hundred and sixty-seven records were initially found, and 35 of those were selected for final inclusion based on language choice, theoretical frameworks, design, sampling, data collection, and analyses (see Appendix 1 for full list). The results indicated that the majority of research from 2012-2020 was design-focused, quantitative in nature, and used non-probability sampling methods. The focus on app design marks an emphasis on the creation of tools rather than the process and outcomes of language learning from using these tools. Additional results revealed preferences for performance-based research questions, for English as language of choice in research, and for the USA as the most prominent context for Duolingo research studies. Furthermore, our review highlights research gaps specific to Duolingo, yet generalizable to other MALL applications. The results are useful to researchers seeking to assess, evaluate, and understand MALL, gamification, and Duolingo as well as to practitioners interested in utilizing MALL in formal and informal learning environments.
AbstractList	More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives, systematic levels, and the ranking of users according to their achievements are just some of the elements that demonstrate strong gamification elements within this popular language learning application. This application's pervasive reach, flexible functionality, and freemium business model has brought significant attention to gamification in MALL. The present systematic review aims to summarize different methods, frameworks, settings, and research samples used to assess Duolingo's design and impact on various learning outcomes. We carried out a complete database search for articles focused on the issues of design, application, and pedagogies in the use of Duolingo. Three hundred and sixty-seven records were initially found, and 35 of those were selected for final inclusion based on language choice, theoretical frameworks, design, sampling, data collection, and analyses (see Appendix 1 for full list). The results indicated that the majority of research from 2012-2020 was design-focused, quantitative in nature, and used non-probability sampling methods. The focus on app design marks an emphasis on the creation of tools rather than the process and outcomes of language learning from using these tools. Additional results revealed preferences for performance-based research questions, for English as language of choice in research, and for the USA as the most prominent context for Duolingo research studies. Furthermore, our review highlights research gaps specific to Duolingo, yet generalizable to other MALL applications. The results are useful to researchers seeking to assess, evaluate, and understand MALL, gamification, and Duolingo as well as to practitioners interested in utilizing MALL in formal and informal learning environments.
Author	Shortt, Mitchell Kuznetcova, Irina Martens, Bethany Tilak, Shantanu Akinkuolie, Babatunde
Author_xml	– sequence: 1 givenname: Mitchell orcidid: 0000-0001-5594-0356 surname: Shortt fullname: Shortt, Mitchell organization: Learning Technologies, The Ohio State University – sequence: 2 givenname: Shantanu orcidid: 0000-0001-5264-2652 surname: Tilak fullname: Tilak, Shantanu organization: Educational Psychology, The Ohio State University – sequence: 3 givenname: Irina orcidid: 0000-0001-6843-1905 surname: Kuznetcova fullname: Kuznetcova, Irina organization: Learning Technologies, The Ohio State University – sequence: 4 givenname: Bethany orcidid: 0000-0003-3255-6954 surname: Martens fullname: Martens, Bethany organization: Teaching and Learning: Foreign, Second, & Multilingual Language Education, The Ohio State University – sequence: 5 givenname: Babatunde orcidid: 0000-0001-7287-686X surname: Akinkuolie fullname: Akinkuolie, Babatunde organization: Research Laboratory for Digital Learning, The Ohio State University
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Snippet	More than 300 million people use the gamified mobile-assisted language learning (MALL) application (app) Duolingo. The challenging tasks, reward incentives,...
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SubjectTerms	Application CALL Computer Assisted Instruction Computer assisted language learning Computer Oriented Programs Data collection Design Duolingo English language Gamification Handheld Devices Incentives Informal Education Language Language acquisition language learning Language usage Learning Learning environment Learning outcomes Literature reviews MALL Preferences Research design Research Methodology Revealed preferences Sampling Sampling methods Second Language Instruction Second Language Learning Systematic review
Title	Gamification in mobile-assisted language learning: a systematic review of Duolingo literature from public release of 2012 to early 2020
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