Gamifying Reading for Learners' Comprehension Enhancement: A Scoping Review


  • Yugeshineey Subba Rao Faculty of Education and Social Sciences, Universiti Selangor, Malaysia
  • Rita Wong Mee Mee Faculty of Education and Social Sciences, Universiti Selangor, Malaysia
  • Khatipah Abd Ghani Faculty of Social Science, Arts and Humanities, Lincoln University College, Malaysia
  • Lim Seong Pek Faculty of Education and Social Sciences, Universiti Selangor, Malaysia
  • Wong Yee Von Faculty of Education and Social Sciences, Universiti Selangor, Malaysia
  • Md Rosli Ismail Cluster of Education & Social Sciences, Open University Malaysia, Malaysia
  • Tengku Shahrom Tengku Shahdan School of Education & Human Sciences, Albukhary International University, Malaysia


Game element, Gamified learning, reading comprehension, ESL, EFL


It is a challenge to create a fun and engaging educational setting, especially when reading is involved. During language teaching, educators opt for the conventional methods but it does not seem to impress the current generation who are more interested in fun learning activities in their lessons. The involvement of games is the reason learners are engaged in their learning process and eager to experience more of such lessons. Thus, a scoping review was conducted on gamification, which uses game elements in a non-gaming context. It is done based on the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) to identify the latest acknowledgment of resources on gamification in improving reading comprehension. A total of 95 citations through 5 databases were derived in this scoping review. A total of 12 records were perceived as eligible for selection. Results show that gamification does influence learners positively when it is incorporated with the aim to enhance reading comprehension.


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