CRITIC

The advantage of this journal is that the mobile game-based technique of teaching

English vocabulary to pupils boosts students' word knowledge, which in turn improves their

performance in the classroom. Additionally, according to the findings of the study, students

described a more pleasant learning atmosphere as another advantage of the MGBL. Researchers

believe that when students like playing games, their levels of focus, perseverance, curiosity, and

competitive impulses will increase, all of which will help them study more effectively. Using

embedded software to monitor learner search behaviour in a MALL environment may provide

valuable information into what students are truly doing for their own learning, which has

technical repercussions as well. Using this information, you may be able to identify problems

and suggest solutions that may increase the efficacy of such post-learning events in the future. As

a result, it is possible to perform a more in-depth evaluation of skill learning by exhibiting

students' interactions with software components.

There are several flaws in this research. This is due to the small sample size, which

consisted of just two groups of EFL students who were followed for a total of seven weeks. The

fact that the experiment is taking place in a mobile environment has an impact on the

experimental process as well. Because of the experimental character of this research, it was not

possible to build a flawless MALL environment. Mobile learning is defined by the ability to

access material from any place or at any time of the day or night. Additionally, the lack of

glosses for abstract and emotional concepts is a basic flaw of the system. It might be difficult to

ensure that youngsters can quickly determine the meaning of a picture from its appearance. Data

is also collected using mobile phones, which have a tiny screen and poor picture quality. When

glosses groups are exposed to images and text that are of decreased size and quality, as may have
occurred as a consequence of graphical data, this is particularly true for gloss groups. The

assessment process is subject to further restrictions. There is a plethora of assessment approaches

available for remembrance processes. Each thinking unit is worth one point in this research,

which ensures that the core idea and its specifics are handled equally throughout the

investigation. As a consequence, participants' average unit of idea retention is much lower than

anticipated. It is possible to develop idea units on the basis of phonetic parcel units. When using

a weighted evaluation approach, the primary idea is given more weight than the specifics, it is

possible to get a more accurate assessment of participants' achievement.

CONCLUSION

This article is well-written and contains critical information that will encourage teachers

to experiment with this revolutionary method of learning in order to increase students'

vocabulary mastery via the use of mobile-assisted gamification technology. While a larger

sample size may provide more robust findings, it is necessary to include more groups of students

over a longer period of time to get more comprehensive data. Mobile-assisted gamification

should be included into the learning process to aid students in increasing their vocabulary and

fluency in the English language. Numerous studies have been conducted to attempt to solve this

problem. The findings of this research indicate that mobile-assisted gamification learning has the

potential to engage students while also improving their learning performance. It is possible that

gamification-based mobile-assisted learning will enhance the educational process by making the

classroom experience more enjoyable. Thus, via the use of mobile-assisted gamification learning

tools, students' potential to expand their English vocabulary may be enhanced. In conclusion, the

findings of this research support the efficacy of gamification and mobile-assisted language

learning as scaffolds for English language instruction.

REFERENCES

Eleni G. Mantouka, Emmanouil N. Barmpounakis, Christina P. Milioti & Eleni I. Vlahogianni

(2018): Gamification in mobile applications: The case of airports, Journal of Intelligent

Transportation Systems, DOI: 10.1080/15472450.2018.1473157

Fidel Cakmak. Gulcan Ercentin (2017): Effects of gloss type on text recall and incidental

vocabulary learning in mobile-assisted L2 listening, doi:10.1017/S0958344017000155

Mitchell Shortt, Shantanu Tilak, Irina Kuznetcova, Bethany Martens & Babatunde Akinkuolie

(2021): Gamification in mobile-assisted language learning: a systematic review of

Duolingo literature from public release of 2012 to early 2020, Computer Assisted

Language Learning, DOI: 10.1080/09588221.2021.1933540

Sezan Sezgin & Tevfik Volkan Yüzer (2020): Analysing adaptive gamification design principles

for online courses, Behaviour & Information Technology, DOI:

10.1080/0144929X.2020.1817559

Shawn Loewen, Dustin Crowther, Daniel R. Isbell, Kathy Minhye Kim, Jeffrey Maloney,

Zachary F. Miller, Hima Rawal (2019): Mobile-assisted language learning: A Duolingo

case study, doi:10.1017/S0958344019000065

Rustam Shadiev, Wu-Yuin Hwang & Yueh-Min Huang (2017): Review of research on mobile

language learning in authentic environments, Computer Assisted Language Learning,

DOI: 10.1080/09588221.2017.1308383
Ya-Ling Wu (2016): Gamification design: A comparison of four m-learning courses,

Innovations in Education and Teaching International, DOI:

10.1080/14703297.2016.1250662