Commenced in January 2007
Frequency: Monthly
Edition: International
Paper Count: 32468
The Impact of Gamification on Self-Assessment for English Language Learners in Saudi Arabia

Authors: Wala A. Bagunaid, Maram Meccawy, Arwa Allinjawi, Zilal Meccawy


Continuous self-assessment becomes crucial in self-paced online learning environments. Students often depend on themselves to assess their progress; which is considered an essential requirement for any successful learning process. Today’s education institutions face major problems around student motivation and engagement. Thus, personalized e-learning systems aim to help and guide the students. Gamification provides an opportunity to help students for self-assessment and social comparison with other students through attempting to harness the motivational power of games and apply it to the learning environment. Furthermore, Open Social Student Modeling (OSSM) as considered as the latest user modeling technologies is believed to improve students’ self-assessment and to allow them to social comparison with other students. This research integrates OSSM approach and gamification concepts in order to provide self-assessment for English language learners at King Abdulaziz University (KAU). This is achieved through an interactive visual representation of their learning progress.

Keywords: E-learning system, gamification, motivation, social comparison, visualization.

Digital Object Identifier (DOI):

Procedia APA BibTeX Chicago EndNote Harvard JSON MLA RIS XML ISO 690 PDF Downloads 1360


[1] Al-Nasser, A. S., 2015. Problems of English language acquisition in Saudi Arabia: An exploratory-cum-remedial study. Theory and Practice in Language Studies, 5(8), p.1612.
[2] ELI Faculty Handbook 2015/2016. (2016). 1st ed. (ebook) Jeddah: King Abdulaziz University English Language Institute, p.13. Available at: (Accessed 9 Oct. 2017).
[3] Kiryakova, G., Angelova, N. and Yordanova, L., 2014. Gamification in education. Proceedings of 9th International Balkan Education and Science Conference.
[4] Hsiao, I. H., Bakalov, F., Brusilovsky, P. and König-Ries, B., 2011, July. Open social student modeling: visualizing student models with parallel introspectiveviews. In International Conference on User Modeling, Adaptation, and Personalization (pp. 171-182). Springer, Berlin, Heidelberg.
[5] de Sousa Borges, S., Durelli, V. H., Reis, H. M. and Isotani, S., 2014, March. A systematic mapping on gamification applied to education. In Proceedings of the 29th Annual ACM Symposium on Applied Computing (pp. 216-222). ACM.
[6] Vonderwell, S. K. and Boboc, M., 2013. Promoting formative assessment in online teaching and learning. TechTrends, 57(4), pp.22-27.
[7] Mitrovic, A. and Martin, B., 2007. Evaluating the effect of open student models on self-assessment. International Journal of Artificial Intelligence in Education, 17(2), pp.121-144.
[8] Brusilovsky, P., Somyürek, S., Guerra, J., Hosseini, R. and Zadorozhny, V., 2015, June. The value of social: Comparing open student modeling and open social student modeling. In International Conference on User Modeling, Adaptation, and Personalization (pp. 44-55). Springer, Cham.
[9] Brusilovsky, P., Somyürek, S., Guerra, J., Hosseini, R., Zadorozhny, V. and Durlach, P. J., 2016. Open social student modeling for personalized learning. IEEE Transactions on Emerging Topics in Computing, 4(3), pp.450-461.
[10] Hsiao, I. H., Guerra, J., Parra, D., Bakalov, F., König-Ries, B. and Brusilovsky, P., 2012, May. Comparative social visualization for personalized e-learning. In Proceedings of the International Working Conference on Advanced Visual Interfaces (pp. 303-307). ACM.
[11] Fouh, E., Akbar, M. and Shaffer, C.A., 2012. The role of visualization in computer science education. Computers in the Schools, 29(1-2), pp.95-117.
[12] Hsiao, I. H. and Brusilovsky, P., 2017. Guiding and motivating students through open social student modeling: lessons learned. Teachers College Record, 119(3), pp.1-42.
[13] Dicheva, D., Dichev, C., Agre, G. and Angelova, G., 2015. Gamification in education: A systematic mapping study. Journal of Educational Technology & Society, 18(3).
[14] Burke, B. (2014). Gamify: How gamification motivates people to do extraordinary things: Bibliomotion, Incorporated.
[15] Reiners, T., & Wood, L. (2014). Gamification in education and business: Springer International Publishing.
[16] Sandusky, S., 2015. Gamification in education.
[17] Waris, M., Meer, F. I. and Alam, M., 2017. Gamification in education.
[18] Ibanez, M.-B., Di-Serio, A., & Delgado-Kloos, C. (2014). Gamification for engaging computer science students in learning activities: A case study. Learning Technologies, IEEE Transactions on, 7(3), 291-301.
[19] Kuo, M.-S., & Chuang, T.-Y. (2016). How gamification motivates visits and engagement for online academic dissemination – An empirical study. Computers in Human Behavior, 55, Part A, 16-27. doi:
[20] Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J.-J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. doi:
[21] Caponetto, I., Earp, J. and Ott, M., 2014, October. Gamification and education: A literature review. In European Conference on Games Based Learning (Vol. 1, p. 50). Academic Conferences International Limited.
[22] Carini, R. M., Kuh, G. D., & Klein, S. P. (2006). Student Engagement and Student Learning: Testing the Linkages*. Research in Higher Education, 47(1), 1-32. doi: 10.1007/s11162-005-8150-9.
[23] Caton, H., & Greenhill, D. (2014). Rewards and penalties: A gamification approach for increasing attendance and engagement in an undergraduate computing module. International Journal of Game-Based Learning (IJGBL), 4(3), 1-12.
[24] Leaning, M. (2015). A study of the use of games and gamification to enhance student engagement, experience and achievement on a theory-based course of an undergraduate media degree. Journal of Media Practice, 16(2), 155-170. doi: 10.1080/14682753.2015.1041807.
[25] Cheong, C., Filippou, J., & Cheong, F. (2014). Towards the gamification of learning: Investigating student perceptions of game elements. Journal of Information Systems Education, 25(3), 233.
[26] Laskowski, M. and Borys, M., 2016. The student, the professor and the player: usage for gamification and serious games in academic education–a survey. In 8th International Conference on Education and New Learning Technologies (EDULEARN 2016), Barcelona, Spain (pp. 2933-2941).
[27] Huynh, D., Zuo, L. and Iida, H., 2016, December. Analyzing Gamification of “Duolingo” with Focus on Its Course Structure. In International Conference on Games and Learning Alliance (pp. 268-277). Springer, Cham.