Learner Perceptions of Gamification and EdTech in Language Learning

doi:10.18627/jslg.42.2.202608.221

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2026 Vol.42, Issue 2 Preview Page

Research Article

Learner Perceptions of Gamification and EdTech in Language Learning: Woo, Sujung^1*; ¹Konyang University

31 August 2026. pp. 221-236

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Abstract

This study examines how Nepalese university students at a Korean university view gamified educational technology (EdTech) tools for learning Korean across three cohorts defined by length of study. An explanatory sequential mixed-methods design was employed. A survey (N = 100), built on an integrated UTAUT2-TAM framework drawing on UTAUT2 (Venkatesh et al., 2012) and TAM (Davis, 1989), was followed by three group interviews with eight participants in total. Kruskal-Wallis tests found no significant cohort difference in behavioral intention, H(2) = 3.44, p = .179, ε² = .035, but significant differences in effort expectancy, H(2) = 9.06, p = .011, ε² = .091, social influence, H(2) = 6.91, p = .032, ε² = .070, and hedonic motivation, H(2) = 6.71, p = .035, ε² = .068, with the newest cohort scoring higher than the most experienced. The interviews do more than restate this pattern: they indicate that the divergence reflects a shift in the tools’ functional role, not a decline in regard for them—cohorts with access to classes treat them as supplements, while the most experienced cohort, which lacked formal Korean coursework, relies on them daily out of necessity, and this sustained, obligatory reliance exposes the tools’ limits even as intention persists. Implications for universities that host international students are discussed.

Keywords

gamification

educational technology

Korean as a foreign language

technology acceptance

mixed method

References

Atteraya, M. S. 2021. Acculturation Stressors and Academic Adjustment among Nepalese Students in South Korean Higher Education Institutions. International Journal of Environmental Research and Public Health 18.12, 6529. 10.3390/ijerph18126529 34204407 PMC8296414
Bessadok, A. and Hersi, M. 2025. A Structural Equation Model Analysis of English for Specific Purposes Students’ Attitudes Regarding Computer-Assisted Language Learning: UTAUT2 Model. Library Hi Tech 43.1, 36-55. 10.1108/LHT-03-2023-0124
Braun, V. and Clarke, V. 2006. Using Thematic Analysis in Psychology. Qualitative Research in Psychology 3.2, 77-101. 10.1191/1478088706qp063oa
Chadli, E. M., Bellet, M., and Belfakir, L. 2024. Predicting EFL University Students’ Acceptance of Mobile Assisted Language Learning through the UTAUT2 Model. Journal of Computer Science and Technology Studies 6.5, 29-37. 10.32996/jcsts.2024.6.5.3
Cheng, J. and Kim, H. 2019. Attitudes Towards English Language Learning Apps from Korean and Chinese EFL Students. English Teaching 74.4, 205-224. 10.15858/engtea.74.4.201912.205
Creswell, J. W. and Plano Clark, V. L. 2018. Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: Sage.
Davis, F. D. 1989. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly 13.3, 319-340. 10.2307/249008
Deterding, S., Dixon, D., Khaled, R., and Nacke, L. 2011. From Game Design Elements to Gamefulness: Defining Gamification. In Proceedings of the 15th International Academic MindTrek Conference. New York: ACM, 9-15. 10.1145/2181037.2181040
Fetters, M. D., Curry, L. A., and Creswell, J. W. 2013. Achieving Integration in Mixed Methods Designs: Principles and Practices. Health Services Research 48.2, 2134-2156. 10.1111/1475-6773.12117 24279835 PMC4097839
Figueroa-Flores, J. F. 2015. Using Gamification to Enhance Second Language Learning. Digital Education Review 27, 32-54.
Hsu, L. 2023. EFL Learners’ Self-Determination and Acceptance of LMOOCs: The UTAUT Model. Computer Assisted Language Learning 36.7, 1177-1205. 10.1080/09588221.2021.1976210
Ishaq, K., Mat Zin, N. A., Rosdi, F., Jehanghir, M., Ishaq, S., and Abid, A. 2021. Mobile-Assisted and Gamification-Based Language Learning: A Systematic Literature Review. PeerJ Computer Science 7, e496. 10.7717/peerj-cs.496 34084920 PMC8157183
James, K. K. and Mayer, R. E. 2019. Learning a Second Language by Playing a Game. Applied Cognitive Psychology 33.4, 669-674. 10.1002/acp.3492
Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., and Rawal, H. 2019. Mobile-Assisted Language Learning: A Duolingo Case Study. ReCALL 31.3, 293-311. 10.1017/S0958344019000065
Mogavi, R. H., Guo, B., Zhang, Y., Haq, E.-U., Hui, P., and Ma, X. 2022. When Gamification Spoils Your Learning: A Qualitative Case Study of Gamification Misuse in a Language-Learning App. In Proceedings of the Ninth ACM Conference on Learning @ Scale. New York: ACM, 175-188. 10.1145/3491140.3528274
Rachels, J. R. and Rockinson-Szapkiw, A. J. 2018. The Effects of a Mobile Gamification App on Elementary Students’ Spanish Achievement and Self-Efficacy. Computer Assisted Language Learning 31.1-2, 72-89. 10.1080/09588221.2017.1382536
Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., and Akinkuolie, B. 2023. Gamification in Mobile-Assisted Language Learning: A Systematic Review of Duolingo Literature from Public Release of 2012 to Early 2020. Computer Assisted Language Learning 36.3, 517-554. 10.1080/09588221.2021.1933540
Son, J.-B. 2010. Korean Language Education and Computer-Assisted Language Learning: Research, Practice and Resources. International Review of Korean Studies 7.1, 27-46.
Tamilmani, K., Rana, N. P., Wamba, S. F., and Dwivedi, R. 2021. The Extended Unified Theory of Acceptance and Use of Technology (UTAUT2): A Systematic Literature Review and Theory Evaluation. International Journal of Information Management 57, 102269. 10.1016/j.ijinfomgt.2020.102269
Tavakol, M. and Dennick, R. 2011. Making Sense of Cronbach’s Alpha. International Journal of Medical Education 2, 53-55. 10.5116/ijme.4dfb.8dfd 28029643 PMC4205511
Venkatesh, V., Morris, M. G., Davis, G. B., and Davis, F. D. 2003. User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly 27.3, 425-478. 10.2307/30036540
Venkatesh, V., Thong, J. Y. L., and Xu, X. 2012. Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly 36.1, 157-178. 10.2307/41410412
Zhang, Y. and Pan, W. 2025. A UTAUT2 Model Expansion: Investigating the Effect of Interactive Learning Environment and Gamification on Duolingo User Base in China. International Journal of Human-Computer Interaction 41.15, 9518-9532. 10.1080/10447318.2024.2426736
The Korea Herald. September 28, 2025. Foreign Students in South Korea Top 250,000 for 1st Time. The Korea Herald. Retrieved June 20th, 2026, from https://www.koreatimes.co.kr/southkorea/society/20251010/no-of-people-taking-korean-language-proficiency-test-hits-record-high-as-interest-surges
The Korea Times. October 10, 2025. No. of People Taking Korean Language Proficiency Test Hits Record High as Interest Surges. The Korea Times. Retrieved June 20th, 2026,, from https://www.koreaherald.com/article/10585060

Information

Publisher :The Modern Linguistic Society of Korea
Publisher(Ko) :한국현대언어학회
Journal Title :The Journal of Studies in Language
Journal Title(Ko) :언어연구
Volume : 42
No :2
Pages :221-236
DOI :https://doi.org/10.18627/jslg.42.2.202608.221

[1] Atteraya, M. S. 2021. Acculturation Stressors and Academic Adjustment among Nepalese Students in South Korean Higher Education Institutions. International Journal of Environmental Research and Public Health 18.12, 6529. 10.3390/ijerph18126529 34204407 PMC8296414

[2] Bessadok, A. and Hersi, M. 2025. A Structural Equation Model Analysis of English for Specific Purposes Students’ Attitudes Regarding Computer-Assisted Language Learning: UTAUT2 Model. Library Hi Tech 43.1, 36-55. 10.1108/LHT-03-2023-0124

[3] Braun, V. and Clarke, V. 2006. Using Thematic Analysis in Psychology. Qualitative Research in Psychology 3.2, 77-101. 10.1191/1478088706qp063oa

[4] Chadli, E. M., Bellet, M., and Belfakir, L. 2024. Predicting EFL University Students’ Acceptance of Mobile Assisted Language Learning through the UTAUT2 Model. Journal of Computer Science and Technology Studies 6.5, 29-37. 10.32996/jcsts.2024.6.5.3

[5] Cheng, J. and Kim, H. 2019. Attitudes Towards English Language Learning Apps from Korean and Chinese EFL Students. English Teaching 74.4, 205-224. 10.15858/engtea.74.4.201912.205

[6] Creswell, J. W. and Plano Clark, V. L. 2018. Designing and Conducting Mixed Methods Research (3rd ed.). Thousand Oaks, CA: Sage.

[7] Davis, F. D. 1989. Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology. MIS Quarterly 13.3, 319-340. 10.2307/249008

[8] Deterding, S., Dixon, D., Khaled, R., and Nacke, L. 2011. From Game Design Elements to Gamefulness: Defining Gamification. In Proceedings of the 15th International Academic MindTrek Conference. New York: ACM, 9-15. 10.1145/2181037.2181040

[9] Fetters, M. D., Curry, L. A., and Creswell, J. W. 2013. Achieving Integration in Mixed Methods Designs: Principles and Practices. Health Services Research 48.2, 2134-2156. 10.1111/1475-6773.12117 24279835 PMC4097839

[10] Figueroa-Flores, J. F. 2015. Using Gamification to Enhance Second Language Learning. Digital Education Review 27, 32-54.

[11] Hsu, L. 2023. EFL Learners’ Self-Determination and Acceptance of LMOOCs: The UTAUT Model. Computer Assisted Language Learning 36.7, 1177-1205. 10.1080/09588221.2021.1976210

[12] Ishaq, K., Mat Zin, N. A., Rosdi, F., Jehanghir, M., Ishaq, S., and Abid, A. 2021. Mobile-Assisted and Gamification-Based Language Learning: A Systematic Literature Review. PeerJ Computer Science 7, e496. 10.7717/peerj-cs.496 34084920 PMC8157183

[13] James, K. K. and Mayer, R. E. 2019. Learning a Second Language by Playing a Game. Applied Cognitive Psychology 33.4, 669-674. 10.1002/acp.3492

[14] Loewen, S., Crowther, D., Isbell, D. R., Kim, K. M., Maloney, J., Miller, Z. F., and Rawal, H. 2019. Mobile-Assisted Language Learning: A Duolingo Case Study. ReCALL 31.3, 293-311. 10.1017/S0958344019000065

[15] Mogavi, R. H., Guo, B., Zhang, Y., Haq, E.-U., Hui, P., and Ma, X. 2022. When Gamification Spoils Your Learning: A Qualitative Case Study of Gamification Misuse in a Language-Learning App. In Proceedings of the Ninth ACM Conference on Learning @ Scale. New York: ACM, 175-188. 10.1145/3491140.3528274

[16] Rachels, J. R. and Rockinson-Szapkiw, A. J. 2018. The Effects of a Mobile Gamification App on Elementary Students’ Spanish Achievement and Self-Efficacy. Computer Assisted Language Learning 31.1-2, 72-89. 10.1080/09588221.2017.1382536

[17] Shortt, M., Tilak, S., Kuznetcova, I., Martens, B., and Akinkuolie, B. 2023. Gamification in Mobile-Assisted Language Learning: A Systematic Review of Duolingo Literature from Public Release of 2012 to Early 2020. Computer Assisted Language Learning 36.3, 517-554. 10.1080/09588221.2021.1933540

[18] Son, J.-B. 2010. Korean Language Education and Computer-Assisted Language Learning: Research, Practice and Resources. International Review of Korean Studies 7.1, 27-46.

[19] Tamilmani, K., Rana, N. P., Wamba, S. F., and Dwivedi, R. 2021. The Extended Unified Theory of Acceptance and Use of Technology (UTAUT2): A Systematic Literature Review and Theory Evaluation. International Journal of Information Management 57, 102269. 10.1016/j.ijinfomgt.2020.102269

[20] Tavakol, M. and Dennick, R. 2011. Making Sense of Cronbach’s Alpha. International Journal of Medical Education 2, 53-55. 10.5116/ijme.4dfb.8dfd 28029643 PMC4205511

[21] Venkatesh, V., Morris, M. G., Davis, G. B., and Davis, F. D. 2003. User Acceptance of Information Technology: Toward a Unified View. MIS Quarterly 27.3, 425-478. 10.2307/30036540

[22] Venkatesh, V., Thong, J. Y. L., and Xu, X. 2012. Consumer Acceptance and Use of Information Technology: Extending the Unified Theory of Acceptance and Use of Technology. MIS Quarterly 36.1, 157-178. 10.2307/41410412

[23] Zhang, Y. and Pan, W. 2025. A UTAUT2 Model Expansion: Investigating the Effect of Interactive Learning Environment and Gamification on Duolingo User Base in China. International Journal of Human-Computer Interaction 41.15, 9518-9532. 10.1080/10447318.2024.2426736

[24] The Korea Herald. September 28, 2025. Foreign Students in South Korea Top 250,000 for 1st Time. The Korea Herald. Retrieved June 20th, 2026, from https://www.koreatimes.co.kr/southkorea/society/20251010/no-of-people-taking-korean-language-proficiency-test-hits-record-high-as-interest-surges

[25] The Korea Times. October 10, 2025. No. of People Taking Korean Language Proficiency Test Hits Record High as Interest Surges. The Korea Times. Retrieved June 20th, 2026,, from https://www.koreaherald.com/article/10585060

The Journal of Studies in Language ISSN:1225-4770(Print) 2671-6151(Online) 언어연구

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