Gamified pedagogy: Examining how a phonetics app coupled with effective pedagogy can support learning

Ronnie Shroff, Christopher Keyes, Lian Hee Wee

Research output: Contribution to journalJournal articlepeer-review

2 Citations (Scopus)


Research has demonstrated that educational game-based apps may provide an approach to instruction in education that allows for greater learning outcomes. The focal context of this article centres around the discussion of how gamified pedagogy supports learning. The first part of this article will delve into the components of gaming, including the application of gamification to education and the methods by which digital game-based components such as scores and rewards are used to engage and motivate learners. The second part will focus on existing research on gaming pedagogy and the gaming elements of a phonetics app developed by the Resource Centre for Ubiquitous Learning and Integrated Pedagogy (ULIP) at Hong Kong Baptist University. The gamified pedagogical element of the app is designed to offer levels of challenge that motivate the players by making learning more exciting and rewarding. The game-based elements of the app not only support active student engagement but are specifically designed to offer challenges and goals for players. Moreover, the need to capture and maintain the players’ attention through visual experiences and audio designs is also an important element in the design of the app. When learners are engaged in a game-based app of this nature, they are not only reinforcing their cognitive skills, but they are also constantly drawing connections between images, text and sounds, thereby allowing students to learn and practise basic skills in order to master complex tasks.

Original languageEnglish
Pages (from-to)104-116
Number of pages13
JournalElectronic Journal of Foreign Language Teaching
Issue numberS1
Publication statusPublished - Apr 2020

Scopus Subject Areas

  • Language and Linguistics
  • Education
  • Linguistics and Language


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