Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners’ willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners’ creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners’ interest in language learning subconsciously.

<span lang="EN-US">Gamification carries the element of fun and creativity into classroom teaching. It is not an unusual fact that playing games varied among learners and created an effective classroom environment. In the 21st-century teaching era, learners’ fun and creative learning environment are prioritized. Lessons filled with fun games are believed to produce a positive outcome during a lesson. Therefore, gamification prepares learners to be active and take responsibility for their learning. This study aimed to explore learners’ comprehension of the term ‘gamification’ and the effects of gamified elements implemented in the lesson on the targeted learners. A set of questionnaires was administered through an online survey to 100 respondents from local primary schools around Selangor who took part in a service-learning programmed. The data was then analyzed and presented in the form of tables. Results showed that respondents had prior knowledge of the term ‘gamification’ and the game culture’s overall context. The respondents agreed that their respective teachers had implemented several game elements when conducting a gamified lesson. Results also indicated that respondents were in preference to learn using gamified learning activities that helped them learn subconsciously. </span>

The concept of gamification has spread widely in recent years supported by the development of technology, especially due to the plethora of computers and video games and game apps for other devices. Gamification is the use of game thinking and game mechanics in non-game contexts that support play to engage users in solving problems or created for teaching and learning purposes. Gamification does not mean creating games but making education more engaging and fun with play for learners, without undermining its credibility. In modern education, lessons delivery is associated with the lack of engagement and motivation of learners to participate actively in the learning process. Teachers are increasingly faced with the problem of how to integrate technology and to impart good language learning habits at the level of primary school in Malaysia. Hence, the aim of this study is to propose a conceptual model of analogue gamification to enhance primary school learners’ motivation and attitude.

Gamification is a prominent concept that has been in the spotlight over recent years, parallel to the advancement of technology. It integrates game attributes in a non-game setting to promote learners' engagement during the process of learning. Educators are increasingly faced with imparting and fostering sustainable practices on topics pertaining to sustainability to primary school learners in Malaysia. Sustainability has become an essential topic in schools, usually embedded in stories and language teaching. Therefore, this paper aims to explain how features of gamification impact learners' engagement and motivation in learning topics on sustainability. The theories of cognitive development were the basis of teaching to encourage cooperative play activity and incorporate into cognitive play activity that fosters pupils' motivation and self-determination. This study applied a quantitative approach involving 33 primary school English teachers who were familiar with gamification and its implementation in education. The findings reflect its positive impact on learners' process of acquiring knowledge as the majority of the respondents agreed that the presence of gamification in a lesson triggers learners' curiosity. With its fun element, gamification can engage learners in sustainability issues, create a deeper understanding of the topic, and relate it directly to learners' values and decision-making process.

Gamification elements constitute a game. It can be present in either digital or analogue forms or both, regardless of its setting. The most commonly used elements are points, leader boards, badges, levels, and feedback. These game attributes are also widely used in the education field due to their potential to positively affect learners, especially the younger generation who are more inclined towards gamified learning compared to pen-and-paper activities. Therefore, a scoping review is conducted based on the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines to determine the current acknowledgement on the influence of game elements in education among young learners. A total of 364 citations were identified through six databases for this scoping review. A sum of 16 articles was deemed eligible to be selected. The findings indicate that those game elements impact young learners, especially when it involves their learning motivation as it successfully keeps them engaged in the process of acquiring knowledge and constantly wanting for more.