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Currently, the application of educational games is becoming a hot topic, but the application of educational games in college English learning is scarcely explored. To explore the integration of educational games into the college English teaching and learning process, this study adopted a rapid evidence evaluation review (Yu et al. 2020). Since the literature review is an important approach in qualitative sampling techniques, we have conducted a review to identify and synthesize the literature. It analyzed high-quality journal articles published internationally and nationally. We found that educational games were effective in enhancing students’ college English proficiency and learning attitudes. Meanwhile, playful experiences created by educational games could decrease cognitive loads in college English learning. This research provided some support for further implementation of educational games in the college English teaching and learning process.

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This meta-analysis aimed to investigate and compare the efficiencies of gamification and game-based learning in terms of learning achievement and motivation. With distinctive features, gamification and game-based learning were hypothesized to exert different effects on learning achievement and motivation. The effects on learning achievement were more stable and significant for game-based learning (ES = 0.54, 95% CI [0.38, 0.70]) than for gamification (ES = 0.85, 95% CI [0.32, 1.37]). The overall effects on motivation were more significant for gamification (ES = 0.77, 95% CI [0.53, 1.01]) than for game-based learning (ES = 0.60, 95% CI [0.42, 0.78]). Gamification exerted less significant but more stable effects on intrinsic motivation (ES = 0.64, 95% CI [0.37, 0.91]) than on extrinsic motivation (ES = 0.92, 95% CI [0.50, 1.34]). Game-based learning exerted less significant but more stable effects on extrinsic motivation (ES = 0.56, 95% CI [0.35, 0.77]) than on intrinsic motivation (ES = 0.62, 95% CI [0.12, 1.13]). The main conclusion was that gamification and game-based learning, as two distinct game-related pedagogies, differently influenced learning achievement, intrinsic motivation, and extrinsic motivation. The dependence on immersion subject to external or internal factors and ludic contexts associated with internalization of motivation influenced the effect stability on learning achievement and motivation.

Classcraft has become an attractive gamification choice that turns classes into motivating and joyful role-playing experiences. Based on the content analysis and meta-analysis, this study aims to investigate the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation. After the identification, screening, eligibility, and inclusion processes, we have found that learning achievement and motivation are significant factors conducive to optimal gamification learning. The meta-analysis based on STATA 15 has demonstrated that gamification platforms including Classcraft can similarly enhance learning achievement (d = 0.621, z = 5.846, 95% CI [0.413, 0.829]) and motivation (d = 0.608, z = 6.167, 95% CI [0.415, 0801]), suggesting that gamification platforms including Classcraft can create optimal learning experiences. Another content analysis has revealed that Classcraft involving gamified reward mechanics, interactive settings, and collaborative tasks can fulfil the conditions of optimal gamification learning experiences. The main conclusion is that Classcraft can efficiently create optimal gamification learning processes that can positively influence learning achievement and motivation. We have also discussed the potential reasons for the positive effects of gamification on learning achievement and motivation. Game implementation can reflect learners’ preference for well-being based on continuity, interaction, and openness.