DIGITAL GAMIFICATION PLATFORMS AND STRATEGIES IN ARABIC LANGUAGE LEARNING IN ELEMENTARY SCHOOLS: A SYSTEMATIC LITERATURE REVIEW
Keywords:
Arabic, Digital Gamification Platforms, Strategies, Advantages and Challenges, Elementary SchoolAbstract
In today’s digital age, technology is increasingly being integrated into education, including Arabic language instruction at the elementary school level. Various gaming platforms offer features that can facilitate learning and align with educational objectives. However, their implementation requires the right strategy to ensure effective use. Therefore, the objectives of this study are: first, to identify various digital gamification platforms that are effective in Arabic language instruction at the elementary school level. Second, to identify appropriate strategies for the use of digital gamification. Third, to identify the advantages and challenges of using digital gamification platforms in learning. This study employs a Systematic Literature Review (SLR) approach covering the period from 2025 to 2026. The search was conducted across three databases: Google Scholar, Google Books, and Sinta. By going through the stages of collecting, reviewing, and analyzing various studies related to digital gamification platforms and strategies in Arabic language learning at the elementary school level, the researcher was able to obtain more comprehensive information based on the results of previous studies. The review findings show that, first, the most commonly used platforms are Quizizz, Wordwall, Kahoot!, Blooket, Baamboozle, Educaplay, Duolingo, Memrise, and various other apps. Second, the strategies employed include selecting apps, aligning platforms with learning objectives, combining multiple platforms, tailoring activities to students’ abilities, managing competition and collaboration, and ensuring teacher readiness and technological infrastructure. Third, the advantages of digital gamification include increasing student motivation, interest, and engagement; supporting the mastery of Arabic vocabulary and language skills; flexibility; personalization; and multisensory learning experiences. Meanwhile, the main challenges include gaps in infrastructure and access to technology, as well as teacher competence, learning management, and the potential impact of excessive technology use. This study makes a theoretical contribution to research on digital gamification platforms and strategies in Arabic language learning, as well as a practical contribution to designing more innovative and responsive Arabic language instruction tailored to the needs of elementary school students.
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