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Research Summary: Motivation, engagement, and autonomy in gamified mobile-assisted language learning: undergraduate EFL learners’ perspectives
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Summary & Analysis prepared by
- Aziz Shuaib Ausi
- Resource type
- Research Summary / Knowledge Resource
- Resource published on AZIZ OS
- 1 September 2026
- Last updated
- 6 October 2026
- Reading time
- 1 min
- Publication type
- Knowledge Resource
- Availability
- Open access
About this Summary & Analysis
AZIZ OS provides independently prepared summaries and analytical interpretations of externally published research and knowledge sources. The underlying works remain attributable to their original authors and rights holders. This resource is intended to improve accessibility and understanding and does not replace the original publication.
A mixed-methods study exploring Saudi undergraduate English as a foreign language (EFL) learners' perspectives on gamified mobile-assisted language learning (MALL) revealed consistently high levels of positive perception regarding its impact on motivation, engagement, autonomy, confidence, social interaction, and perceived effectiveness. The research utilized a structured questionnaire for 175 students and semi-structured interviews with 12 female participants.
Why it matters
This study highlights the potential of gamified mobile-assisted learning technologies to enhance educational outcomes across multiple dimensions. Understanding learner perceptions regarding motivation, engagement, and effectiveness is crucial for the strategic development and implementation of future educational technologies and pedagogical approaches, especially in diverse cultural contexts.
Key insights
- Gamified mobile-assisted language learning (MALL) is perceived positively by undergraduate EFL learners.
- Learners reported high levels of motivation associated with gamified MALL.
- High levels of engagement were observed in the context of gamified MALL.
- Autonomy was significantly perceived to be fostered through gamified MALL.
- Confidence in language learning was enhanced by the use of gamified MALL.
- Social interaction was positively influenced by gamified MALL environments.
- Learners perceived gamified MALL as an effective learning tool.
Source
Frontiers in Education — https://www.frontiersin.org/articles/10.3389/feduc.2026.1935767
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- Verification ID
- ASA-EXE-2026-00048
- Version
- v1.0 · r0
- Issued
- 1 September 2026
- Resource prepared by
- Aziz Shuaib Ausi
- Resource status
- Research Summary / Knowledge Resource
- Underlying work
- Motivation, engagement, and autonomy in gamified mobile-assisted language learning: undergraduate EFL learners’ perspectives
- Original authors
- Attribution requires verification
- Original source
- Frontiers in Education
- Provenance status
- Attribution requires verification
- Rights
- Underlying publication rights remain with the respective copyright holder(s). Refer to the original source for authoritative publication and licensing information.
This verification confirms the AZIZ OS resource record and its documented provenance. It does not establish authorship of the underlying external work.