Systematic literature review: DOGBL in enhancing EFL students’ motivation

Abstract

This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.

Exploring The Drive to Learn A Foreign Language among Undergraduates

“…The effective regulation of learners' cognitive, affective and behavioural processes as they interact in the learning environment is critical to their academic success (Code, 2020). As academic success and learning effectiveness relies on motivation (Dita et al, 2020;Syifa, 2024), it was suggested that college students should stimulate their motivation for independent learning, enhance their motivation in order to learn and develop independent learning skills in learning (Lei et al, 2024).…”