This study explores the impact of gamification and artificial intelligence (AI) on elementary school students’ motivation and effectiveness in learning English. A mixed-methods research design was employed, with an experimental group receiving English language instruction through gamified learning platforms supported by AI, while a control group received traditional instruction. Quantitative data collected through pre- and post-assessments demonstrated that the experimental group exhibited higher engagement, enjoyment, and intrinsic motivation, leading to improved language proficiency outcomes compared to the control group. Qualitative analysis revealed increased self-confidence, a sense of achievement, and a positive attitude towards learning English in the experimental group. The interactive and immersive nature of gamification, coupled with AI support, facilitated personalized learning experiences, fostering motivation and active participation. These findings highlight the potential of integrating gamification and AI in elementary school English language instruction to enhance motivation and effectiveness, emphasizing the importance of innovative approaches in educational settings.

This study aims to investigate the effectiveness of digital games as motivational tools for English language learning in primary school settings. In recent years, the integration of digital games into educational settings has gained significant attention due to their potential to enhance students' motivation and engagement. However, limited research has explored the specific impact of digital games on English language learning in primary school contexts. To address this gap, a mixed-methods approach was employed, combining quantitative measures of student motivation and language proficiency with qualitative data obtained through interviews and observations. The study involved a sample of primary school students aged 8 to 10 years in Shymkent, who participated in a digital game-based English language learning program over a period of 10 weeks. The findings revealed that the use of digital games positively influenced students' motivation to learn English and contributed to improvements in language proficiency. The students reported high levels of enjoyment and engagement while playing the games, which resulted in increased participation and active learning. Additionally, the qualitative data highlighted the potential of digital games to foster collaborative and communicative skills, as well as to provide opportunities for autonomous learning. However, some challenges, such as limited access to technology and the need for appropriate game design and pedagogical integration, were identified. This research contributes to the growing body of literature on gamification and digital technologies in education, emphasizing the potential of digital games as motivational tools for English language learning in primary school settings.

1. Recent developments in educational research and practice have raised questions about the adequacy of established models of teaching and learning. In parallel, the expanding use of digital tools ...

Gamification today is one of the most important modern trends in educational technologies. The study examined the effectiveness of using gamification in primary English lessons in high school and the possibilities of using digital platforms based on gamification to increase students' motivation and interest in learning a foreign language. The results of a gamification-based lesson on the digital platforms Kahoot+ premium and Quizizz are compared, and the effects of previous studies are compared. The experimental part of our research work was carried out with the participation of primary school teachers and primary school students in the city of Shymkent and the Turkestan region. The sample of this study, which was conducted in experimental and control groups, included 30 primary school students. And its positive results are shown in tables and pictures. The main purpose of the study was to test the hypothesis that adding gamification elements to English language lessons can improve student engagement, motivation and overall learning outcomes. The research methods used in this study include a combination of quantitative and qualitative approaches that involve data collection through surveys, observations and evaluations. Based on the data obtained in the “Analysis and Results” section, theoretical analyzes were performed, supplemented by tables, diagrams and statistical indicators. The final section presents a conclusion based on the research findings, highlighting the potential benefits of introducing gamification into English language teaching in primary schools. The article concludes with a discussion of the research findings and suggestions for future research directions.

Dominate the market, gamification and artificial-intelligence-based adaptive learning, yet they are seldom compared directly, especially in Kazakhstan and among the future foreign-language teachers who will shape its national language education. This study compared a gamified application, Duolingo, with an artificial-intelligence-based adaptive application developed in Kazakhstan, Oki/Aleem, over a four-week intervention. A two-group quasi-experimental design was used. In total, 120 undergraduate students in a foreign-language teacher-training programme worked with one of the two applications, and 115 were matched across a pre-test and a post-test. Achievement was measured with parallel twenty-item forms administered before and after the intervention. A weekly form tracked how the applications were used, and three open-ended questions were coded thematically. Scores rose markedly in both groups over the month. Once pre-test scores were entered as a covariate, the analysis of covariance showed no advantage for either application. Weekly practice was sustained in both groups and increased toward the end of the intervention. The open-ended responses revealed a clear contrast. Duolingo was valued for its game-like motivation, whereas Oki/Aleem was valued for its adaptivity, feedback and local relevance. The two applications therefore produced similar learning gains through different mechanisms, which reframes the choice between them as a question of purpose rather than of effectiveness. The findings support building direct, comparative experience of gamified and adaptive applications into foreign-language teacher preparation in Kazakhstan.

This study is an attempt to explore the effects of gamification on the motivation of EFL learners in the context of primary education. With a mixed-method approach, this research combines the results from surveys, classroom observations, and interviews in assessing the ways through which the components of gamification – points, badges, leader boards, and rewards – affect students' engagement and intrinsic motivation. The results indicate that gamification contributes to the creation of an engaging educational atmosphere, thereby increasing motivation, participation, and satisfaction among learners. Furthermore, individualized learning experiences offered through platforms such as Kahoot and Quizlet allow students to advance according to their own pace while obtaining prompt feedback, which enhances their motivation. Nevertheless, the study highlights obstacles, such as the necessity for sufficient technological resources and educator training to successfully execute gamification techniques. Despite these challenges, the potential of gamification to create positive classroom environments and improve educational outcomes is indicated by the study. As such, this study offers insights to teachers and curriculum developers interested in integrating game-like approaches into primary school English teaching through its addition to the burgeoning literature base on gamification in education. The study underlines the importance of aligning the elements of gamification with the curricular goals so as to maximize their pedagogical benefits.