نوع مقاله : مقاله پژوهشی
نویسندگان
1 دانشجوی دکتری زبانشناسی همگانی، دانشگاه فردوسی مشهد، مشهد، ایران
2 دانشیار/ گروه زبان شناسی، دانشکده ادبیات و علوم انسانی، دانشگاه فردوسی مشهد، مشهد، ایران
3 دانشیار گروه زبانشناسی، دانشگاه فردوسی مشهد، مشهد، ایران
چکیده
کلیدواژهها
موضوعات
عنوان مقاله [English]
نویسندگان [English]
Advancement of technology has led to the creation of new educational methods in the last few decades, especially in the field of language teaching. Among them, "gamification" is considered a new approach in second or foreign language teaching. This study is applied and aims to systematically review and analyze studies conducted on the gamification approach and its impact on Persian learners based on a systematic study using the PRISMA model. To this end, national and international research databases published between 2010 and 2025 were searched. After excluding irrelevant studies, a total of six articles focusing on gamification in Persian language education were selected and analyzed through direct coding and thematic analysis. The content analysis examined the main objectives, primary focus, and findings of the studies. The findings showed that gamification was associated with increased intrinsic motivation and participation in most studies. The results highlighted the effectiveness of gamified education in improving language learning. In addition, one of the most important results of this study is that despite the widespread use of gamification in language teaching, there is a clear lack of research examining the effects of gamification on teaching Persian to non-Persian speakers; therefore, the effect of gamification on Persian learners' learning is still uncertain. Additionally, challenges such as game element design and the lack of longitudinal research were also observed. It is suggested that future research should be conducted with mixed approaches, theory-driven, and over longer time periods to clarify the sustainable and multifaceted effects of this approach.
کلیدواژهها [English]
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