Gamifying English Language Learning in Non-Language Majors: A Case Study of Kahoot! In Higher Education

Aryawira Pratama; Hadiyanto Hadiyanto; Eddy Haryanto; Bunga Ayu Wulandari; Fauzan Sulman; Desti Anggraini; Retno Wulan

doi:10.35445/alishlah.v17i4.9026

Gamifying English Language Learning in Non-Language Majors: A Case Study of Kahoot! In Higher Education

Aryawira Pratama, Hadiyanto Hadiyanto, Eddy Haryanto, Bunga Ayu Wulandari, Fauzan Sulman, Desti Anggraini, Retno Wulan

Abstract

In higher education, English language learning for non-language majors often suffers from low motivation and engagement, particularly among students with analytical academic backgrounds such as Mathematics Education. Gamification has emerged as a promising approach to enhance joyful learning experiences in such contexts. This qualitative case study explores the impact of gamification, using the Kahoot! platform, on the English learning experience of Mathematics Education students at an Indonesian university. Four students were purposively selected from two classes—two high performers and two low performers—to reflect diverse learning experiences. Data were collected through semi-structured interviews and analyzed using iterative coding and thematic interpretation. Findings reveal that game elements such as points, leaderboards, time limits, and answer streaks significantly increased student motivation and active participation. Students reported enhanced cognitive focus, reduced anxiety, and positive emotional responses, including enjoyment and increased confidence. The anonymity feature in Kahoot! contributed to a psychologically safe classroom environment, encouraging risk-taking and collaboration. Additionally, repetitive quiz formats and immediate feedback supported vocabulary acquisition, grammar understanding, and long-term retention. The study concludes that gamification, when applied thoughtfully, can transform English language learning into a more joyful, inclusive, and cognitively enriching experience for students in non-language disciplines. It fosters emotional comfort, strengthens engagement, and improves learning outcomes.

Keywords

Gamification, Joyful Learning, English Language Teaching, Higher Education, Non-language Majors, Kahoot!

References

Ajayi, K. O., & Lawani, A. O. (2015). Speaking mathematically: The role of language and communication in teaching and learning of mathematics. In Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies (pp. 304–318). https://doi.org/10.4018/978-1-4666-8162-0.ch017

Aley, M., Lee, R., Wang, J., Wang, J., & Zheng, S. (2024). Project-based Learning and Student Outcomes in Health Professions Education: A Literature Review. Health Professions Education, 10(3), 233–241. https://doi.org/10.55890/2452-3011.1292

Ary, D., Jacobs, L. C., Sorensen, C., & Razavieh, A. (2010). Introduction to Research in Education. In Canada (8th editio). Cengage.

Batlle Rodríguez, J., & Vicenta González Argüello, M. (2023). Gamification and learning Spanish as a modern language: student perceptions in the university context. Language Learning in Higher Education, 13(1), 89–103. https://doi.org/10.1515/cercles-2023-2016

Cronqvist, M. (2024). Enhanced student joy in learning environment; understanding and influencing the process. European Journal of Education, 59(3). https://doi.org/10.1111/ejed.12671

He, J., Lee, Y., Young, B., & Chiang, F.-K. (2017). A study on the effect of joyful learning application upon undergraduate English vocabulary learning. Proceedings - 6th International Conference of Educational Innovation Through Technology, EITT 2017, 2018-March, 288–292. https://doi.org/10.1109/EITT.2017.76

Kapp, K. M. (2013). The Gamification of Learning and Instruction. In Pfeiffer. http://scioteca.caf.com/bitstream/handle/123456789/1091/RED2017-Eng-8ene.pdf?sequence=12&isAllowed=y%0Ahttp://dx.doi.org/10.1016/j.regsciurbeco.2008.06.005%0Ahttps://www.researchgate.net/publication/305320484_SISTEM_PEMBETUNGAN_TERPUSAT_STRATEGI_MELESTARI

Kartchava, E., & Chung, S. (2015). Pre-Service and In-Service English as a Second Language Teachers’ Beliefs about the Use of Digital Technology in the Classroom. Studies in English Language Teaching, 3(4), 355. https://doi.org/10.22158/selt.v3n4p355

Kersaint, G., Thompson, D. R., & Petkova, M. (2014). Teaching mathematics to english language learners, Second edition. In Teaching Mathematics to English Language Learners, Second Edition. https://doi.org/10.4324/9780203098561

Kuo, C.-L., & Chuang, Y.-H. (2018). Kahoot: Applications and effects in education. Journal of Nursing, 65(6), 13–19. https://doi.org/10.6224/JN.201812_65(6).03

Lee, J.-Y., & Baek, M. (2023). Effects of Gamification on Students’ English Language Proficiency: A Meta-Analysis on Research in South Korea. Sustainability (Switzerland), 15(14). https://doi.org/10.3390/su151411325

Licorish, S. A., & Lötter, A. L. J. (2022). When Does Kahoot! Provide Most Value for Classroom Dynamics, Engagement, and Motivation?: IS Students’ and Lecturers’ Perceptions. Journal of Information Systems Education, 33(3), 245–260. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85136142039&partnerID=40&md5=2c5dd8478c9eed005f63780a8c05a35b

Limantara, N., Hidayanto, A. N., & Prabowo, H. (2019). The elements of gamification learning in higher education: A systematic literature review. International Journal of Mechanical Engineering and Technology, 10(2), 982–991. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85063560359&partnerID=40&md5=e60268a4e768ec117d796d144cb5e309

Limantara, N., Meyliana, Gaol, F. L., & Prabowo, H. (2023). Designing Gamified Learning Management Systems for Higher Education. International Journal of Information and Education Technology, 13(1), 25–32. https://doi.org/10.18178/ijiet.2023.13.1.1776

Mario, K., Cruz, L. La, Noa-copaja, S. J., Turpo-gebera, O., Montesinos-valencia, C. C., Bazán-velasquez, S. M., & Pérez-postigo, G. S. (2023). Use of Gamification in English Learning in Higher Education : a Systematic Review. Journal of Technology and Science Education, 13(2), 480–497.

Mulyani, Fidyati, Suryani, Suri, M., & Halimatussakdiah. (2021). University students’ perceptions through e-learning implementation during covid-19 pandemic: Positive or negative features dominate? Studies in English Language and Education, 8(1), 197–211. https://doi.org/10.24815/siele.v8i1.17628

Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., & Isotani, S. (2023). Tailored gamification in education: A literature review and future agenda. In Education and Information Technologies (Vol. 28, Issue 1). Springer US. https://doi.org/10.1007/s10639-022-11122-4

Qub’a, A. A., Al-Haj Eid, O. A., Hasan, G. A., & Herz, J. Al. (2024a). The Effect of Utilizing Gamification in Enhancing English Language Skills in University Settings. World Journal of English Language, 14(4), 428–436. https://doi.org/10.5430/wjel.v14n4p428

Qub’a, A. A., Al-Haj Eid, O. A., Hasan, G. A., & Herz, J. A. (2024b). The Effect of Utilizing Gamification in Enhancing English Language Skills in University Settings. World Journal of English Language, 14(4), 428–436. https://doi.org/10.5430/wjel.v14n4p428

Rayan, B., & Watted, A. (2024). Enhancing Education in Elementary Schools through Gamified Learning: Exploring the Impact of Kahoot! on the Learning Process. Education Sciences, 14(3). https://doi.org/10.3390/educsci14030277

Rey, W. P., Serrano, E. A., Alfonso, A. B., Funilas, J. R. F., & Huplo, K. C. T. (2022). Gamification of Learning as a Supplementary Learning Support for Mapua IT Students. ACM International Conference Proceeding Series, 1–8. https://doi.org/10.1145/3535756.3535757

Rofiah, N. L., & Waluyo, B. (2024). Effect of Gamified Grammar and Vocabulary Learning in an English Course on EFL Students in Thailand. Teaching English with Technology, 24(2), 22–46. https://doi.org/10.56297/vaca6841/LRDX3699/DJJL1101

Rotondo, D., & Sánchez, H. S. (2024). Experiences with Using Kahoot! in Control Theoretical Courses. 2024 European Control Conference, ECC 2024, 2678–2684. https://doi.org/10.23919/ECC64448.2024.10590741

Scardicchio, A. C. (2014). About reliability of joyful learning: From isomorphism between knowledge and play to “neurodidatics skills” of trainers. Encyclopaideia, 18(38), 52–66. https://doi.org/10.6092/issn.1825-8670/4506

Setati, M. (2005). Teaching mathematics in a primary multilingual classroom. Journal for Research in Mathematics Education, 36(5), 447–466. https://www.scopus.com/inward/record.uri?eid=2-s2.0-27744540472&partnerID=40&md5=e8246f5014415084ad41a8d19d7df0ed

Singh, C. K. S., Rengasamy, K., Singh, T. S. M., Ong, E. T., Yunus, M. M., Rahmayanti, H., & Ichsan, I. Z. (2021). A Review of Research on The Effectiveness of Using Kahoot To Enhance Students’ Motivation To Learn English. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(3), 201–207. https://doi.org/10.17762/turcomat.v12i3.657

Tamayo, M. R., Cajas, D., & Sotomayor, D. D. (2023). Using Gamification to Develop Vocabulary and Grammar Among A1 Level of English Students: A Quasi-Experimental Design BT - Applied Technologies (M. Botto-Tobar, M. Zambrano Vizuete, S. Montes León, P. Torres-Carrión, & B. Durakovic (eds.); pp. 177–190). Springer Nature Switzerland.

Tong, D. H., Loc, N. P., Uyen, B. P., & Cuong, P. H. (2020). Applying experiential learning to teaching the equation of a circle: A case study. European Journal of Educational Research, 9(1), 239–255. https://doi.org/10.12973/eu-jer.9.1.239

Zadeja, I., & Bushati, J. (2022). Gamification and Serious Games Methodologies in Education. International Symposium on Graphic Engineering and Design, 599–605. https://doi.org/10.24867/GRID-2022-p66

DOI: https://doi.org/10.35445/alishlah.v17i4.9026