Gamification And Human–Computer Interaction In Arabic Language Learning A Systematic Review Of Engagement And Acquisition Outcomes
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Abstract
Gamification and human–computer interaction (HCI) have emerged as consequential research domains in language education technology, yet their application to Arabic language learning remains systematically underexplored. This systematic review synthesises empirical evidence on the effects of gamification and HCI design principles on engagement and language acquisition outcomes among learners of Arabic as a second or foreign language. Following PRISMA guidelines, 32 peer-reviewed studies published between 2019 and 2024 were selected from four major databases: ERIC, Web of Science, Scopus, and the ACM Digital Library. Findings indicate that point-based reward systems, narrative scaffolding, and adaptive interface design yield statistically significant improvements in vocabulary retention and oral production when aligned with the phonological and morphological demands of Arabic. Leaderboard and competitive mechanics show mixed effects, contingent on learner motivation profiles and cultural context. Critically, most existing platforms demonstrate limited linguistic responsiveness to Arabic's diglossic character, script directionality, and non-concatenative morphology—constraining both engagement sustainability and acquisitional depth. The review proposes an Arabicised HCI–Gamification (AHG) design framework comprising four interdependent principles: Linguistic Anchoring, Motivational Calibration, Interface Fidelity, and Cultural Situatedness. Implications are discussed for instructional designers, Arabic curriculum developers, and EdTech researchers seeking theoretically grounded, culturally responsive approaches to interactive Arabic language learning.
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