Karakuş Ö. F., Uzunyaylalı M. E.
International Journal of Education in Mathematics, Science and Technology, cilt.14, sa.6, ss.1856-1897, 2026 (Hakemli Dergi)
Özet
Gamification is widely used in Arabic language teaching, and prior reviews report positive effects without weighting them by the designs that produced them. This review synthesises 33 studies from the Web of Science Core Collection and Scopus, following PRISMA 2020. Both authors verified every extracted value against the full text, and quality was appraised with five design-matched instruments. Thirteen coding dimensions recorded the evidential status of each claim alongside the claim. Feedback and scaffolding (20 studies) and progression and mastery (19) were the dominant element clusters, ahead of competition (12), which was also the element most often deliberately withheld. Elements were documented in the text in 27 of 33 records. Fifteen studies measured no achievement outcome. Of the 18 that did, 8 reported a significant between-group effect, but only 1 paired that result with a consistent effect size and no reporting defect. Conclusions exceeded the executed design in 18 records, 11 of which measured no learning outcome at all. The variety of Arabic taught went unstated in 26 of 33 studies. The evidence supports claims about engagement more securely than claims about attainment.