The Impact of Gamification on Arabic Vocabulary Learning: A Systematic Literature Review

Abstract

This study aims to examine the use of gamification in Arabic vocabulary learning through a Systematic Literature Review (SLR) approach. The issue of weak vocabulary mastery among non-native Arabic speakers highlights the need for a more interactive and engaging teaching approach. This review explores the forms of gamification applied, its effects on students, and the challenges faced in the context of Arabic vocabulary learning. A total of eight academic journal articles published between 2020 and 2025 that met the inclusion criteria were qualitatively analysed using PRISMA guidelines and evaluated using the Mixed-Method Appraisal Tool (MMAT). The findings show that the forms of gamification used include digital platforms such as Kahoot!, Quizizz, and Wordwall; physical games such as the Arabic Treasure Hunt; and multimodal approaches that combine visual, auditory and kinaesthetic elements. The implementation of gamification has been shown to have a positive effect on increasing motivation, student engagement, vocabulary mastery and self-confidence. However, several challenges were identified, including weak long-term vocabulary retention, technical constraints, variation in student ability, and excessive focus on the entertainment aspect. This study recommends that the implementation of gamification in Arabic vocabulary teaching be carried out in a balanced and well-planned manner. The role of the teacher, curriculum suitability, and technological support are determining factors for the success of this approach. Gamification should be viewed as a complement to traditional pedagogy in creating a more effective, enjoyable and meaningful learning environment.