STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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450
LEARNING THROUGH PLAY: THE USE OF GAMIFICATION TO ENHANCE
ATTENTION IN YOUNG LEARNERS STUDYING ENGLISH AS A FOREIGN
LANGUAGE (EFL)
Yunusova Sevilya Ruslanovna
Student, Chirchik State pedagogical university
Scientific advisor: Diana Valeryevna Abduramanova
Doctor of Philosophy in Philological Sciences (PhD),
act.assoc.prof.,
Head of the English theory and practice department
Chirchik State pedagogical university
Abstract:
This study explores the impact of gamification on attention span and engagement
among young learners in the context of English as a Foreign Language (EFL) instruction. Drawing
from psychological theories of attention and motivation, and based on a pedagogical experiment
conducted in primary school classrooms, the research investigates how game-based elements
influence sustained focus and classroom performance. The findings demonstrate that gamification
significantly enhances learners’ attentional capacity, reduces distraction, and increases both
motivation and academic achievement. Recommendations are made for the integration of gamified
strategies in early language instruction to accommodate developmental characteristics of young
learners.
Keywords:
middle aged students, vocabulary acquisition, English education, gamification,
activities, games, role-play.
INTRODUCTION
Maintaining attention in foreign language education for young learners, particularly those aged
6 to 10, presents a unique set of challenges. At this developmental stage, children’s attention is
predominantly involuntary, heavily influenced by the novelty and emotional appeal of the learning
context [4]. Traditional instructional methods, such as rote memorization or mechanical drills, often
fail to engage learners meaningfully, leading to rapid cognitive fatigue and frequent off-task behavior.
These limitations underscore the need for innovative teaching strategies that can captivate and sustain
young learners’ focus.
Gamification, defined as the use of game design elements in non-game contexts, has emerged
as a particularly promising pedagogical approach [2]. By incorporating interactive tasks, immediate
feedback, rewards, and collaborative challenges, gamification transforms the learning environment
into one that is both emotionally engaging and cognitively stimulating. This approach resonates with
Vygotsky’s sociocultural theory, which emphasizes the critical role of social interaction and mediated
activity in the development of higher mental functions [6]. When applied to EFL instruction,
gamification not only enhances motivation and enjoyment but also provides an ideal platform for
repetitive and contextualized language practice.
What is more, the cognitive benefits of gamified instruction are supported by findings in
motivation theory. According to Ryan and Deci’s Self-Determination Theory, learners are more likely
to engage deeply when they experience autonomy, competence, and relatedness—factors that are
often inherent in well-designed educational games [5]. Thus, integrating gamification into EFL
instruction for primary school learners may offer a dual advantage: promoting attentional development
while simultaneously improving language acquisition.
This study investigates how gamification influences attention and engagement in young
learners studying English as a foreign language. The goal is to provide empirical evidence and
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
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_____________________________________________________________________________________________
451
practical recommendations that support the effective integration of gamified strategies in early
language education.
METHODOLOGY
The study focused on a cohort of 60 students, aged between 7 and 9 years, drawn from a public
primary school in Russia. All participants were enrolled in an English as a Foreign Language (EFL)
program aligned with the Common European Framework of Reference for Languages (CEFR) at
levels Pre-A1 to A1. Students were randomly assigned to one of two groups: the experimental group
(n = 30), which received gamified instruction, and the control group (n = 30), which continued with
standard instruction.
Over a six-week period, both groups attended three weekly English lessons of 45 minutes each.
The experimental group experienced a variety of gamification techniques designed to foster attention
and engagement. These included: Digital quizzes such as
Kahoot
and
Quizizz
, offering instant
feedback and interactive learning; Physical classroom games like
Memory Match
,
Bingo
, and
“I spy
with my little eye…”
; A structured point-based reward system (e.g., stars, badges, privileges) to
reinforce participation; Team-based role-playing games, which required collaboration and
communication in English.
Data collection was conducted using both quantitative and qualitative tools. Quantitative data
included scores from pre- and post-tests on sustained attention (based on a simplified Letter
Cancellation Test), quiz performance, and task completion rates. Qualitative data were gathered
through teacher observations, behavioral checklists, and short interviews with both teachers and
students.
RESULTS AND DISCUSSION
The findings of the study present compelling evidence that gamification significantly improves
attentional control, task persistence, and overall engagement among young EFL learners.
Quantitatively, students in the gamified group showed a 23% average increase in attention span, as
measured by post-intervention test scores, compared to a 6% improvement in the control group. This
difference suggests that gamification is notably more effective than traditional instruction in
sustaining children’s focus during language tasks. Additionally, there was a 41% increase in on-task
behavior within the experimental group, as recorded through systematic classroom observations.
Students were more likely to initiate tasks promptly, remain focused for longer periods, and exhibit
fewer distractions.
Teachers reported that students in the gamified group were noticeably more motivated and
enthusiastic about participating in lessons. Learners with known attention difficulties—such as those
diagnosed with mild ADHD—demonstrated increased task persistence and reduced behavioral
disruptions. Several students even requested more class time for game-based activities, indicating high
emotional engagement.
These findings align with psychological theories that link emotionally stimulating tasks with
improved cognitive control [3]. By presenting learning as a playful challenge rather than an academic
obligation, gamified instruction reduces the stress and pressure often associated with language
learning. This creates a low-anxiety environment where learners feel more comfortable taking risks
and making mistakes, which is essential for language development. From a developmental standpoint,
gamification appears to foster executive functions such as inhibitory control, working memory, and
sustained attention. These functions are crucial for academic success yet are still developing during
early childhood. Structured games with clear rules and goal-oriented tasks provide scaffolding for
these skills while also supporting language exposure. The alignment of these processes makes
gamified instruction particularly suitable for young learners [5].
CONCLUSION
Gamification serves as an effective method to enhance attention, engagement, and learning
outcomes among young learners in EFL classrooms. It supports not only attentional development but
STUDENTLERDI BIRLESTIRIW: XALÍQARALÍQ IZERTLEWLER HÁM PÁNLER BOYINSHA BIRGE
ISLESIW 1-XALÍQARALÍQ STUDENTLER KONFERENCIYASÍ. NÓKIS, 2025-JÍL 20-21-MAY
__
_____________________________________________________________________________________________
452
also boosts students' confidence, participation, and language retention. Game-based learning offers a
developmentally appropriate approach for primary school children, turning passive language input
into active, enjoyable experiences. Future research should explore longitudinal impacts of
gamification, cross-cultural applicability, and how specific game mechanics (e.g., narrative vs. point
scoring) influence cognitive and emotional engagement. Teachers are encouraged to integrate
gamified strategies mindfully, ensuring alignment with educational objectives and students’ emotional
well-being.
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Proceedings of the 15th International Academic
MindTrek Conference
.
3)
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? – A literature review of
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47th Hawaii International Conference on System Sciences
4)
Leontiev, A. N. (1972).
Problems of the Development of the Mind
. Moscow: Progress Publishers
5)
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and
new directions.
Contemporary Educational Psychology, 25
(1), 54–67.
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Vygotsky, L. S. (1978).
Mind in Society: The Development of Higher Psychological Processes
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Harvard University Press
