Motivation, engagement, and autonomy in gamified mobile-assisted language learning: undergraduate EFL learners’ perspectives

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