Computer games have grown in many directions.

Many studies and systems deals with different

elements such as” Fun” and” pleasure” in the game structure to improve a learners motivation in the
field of educational learning. In this paper, we will explain different theoretical support for the benefit of
using game in education and learning. We will also demonstrate the difference among those methods
such as, Game Base Learning (GBL), educational game and Gamification in education. A clear description
among these new terms with explanation of the possible impact on teaching and learning will be
presented. Games can make learning concept more enjoyable for students and provide a platform for
their creative thought. Games will of-ten act as learning triggers inducing lively discussion on learning
concepts amongst students following game play. A couple of new ways of teaching like Game Based
Learning and Gamification can be applied to enhance the learning procedure of students in various age
levels. (Rula Al-Azawi et. Al, 2016)

The aim of the current work Is to assess the challenges that gamification in education are facing
nowadays. Benefits and disadvantages of using gamification in classroom are both discussed to offer a
clearer view on the impact of using gamification within learning process. Exploratory study cases are
provided to investigate the relation between motivation and engagement of the students and
gamification in training. Following this idea, a survey was conducted to assess how students behavior
and motivation is affected by introducing a single, specific gamification element during a semester
learning process. To stimulate competition among students, a ranking type plugin was introduced within
the university learning management system used for extramural education. The results prove that
motivation decreases by comparison to the previous semester. (Iulian Furdu et. Al 2017)

The aim of this study Is to assess the relationship between video gaming habits and elementary school
students’ academic performance. More specifically, we seek to examine the usefulness of a distinction
between addiction and high engagement and assess the predictive validity of these concepts in the
context of scholastic achievement. Three hundred thirty-three children ages 8 to 12 years from two
primary schools in Singapore were selected to participate in this study. A survey utilizing Danforth’s
Engagement-Addiction (II) scale and questions from DSM-IV was used to collect information from the
schoolchildren, while their grades were obtained directly from their teachers. The findings indicate that
addiction tendencies are consistently negatively related to scholastic performance, while no such
relationship is found for either time spent playing games or for video game engagement. The
implications of these findings are discussed. (Marko M Skoric et. Al, 2019)

Nowadays, obtaining the competitive advantage of global, a foreign language, especially English, has
great importance. Prior studies have noted that many English learning materials were presented in the
form of papers, digital games and digital animation, lacking of efficient interaction and emotional
connection. For this reason, this study incorporated the features of Augmented Reality and mobile
devices to develop a mobile augmented reality game in preschool English-vocabulary learning. To
evaluate the effectiveness of this system, an experiment has been conducted in northern Taiwan to
examine the students’ performance in term of learning achievements, learning interests and cognition
load. As measuring tools, a pre-test, a post-test and a questionnaire were used. From the experimental
results, it is found that even the students who learn with the mobile AR interaction game have similar
learning achievements with those who learn with the traditional physical cards approach, the situational
interaction gaming approach could significantly improve the students’ learning interest and decrease
cognition load. (Mei Pu, Zheng Zhong, 2018)

Virtual reality has shown to have great potential as an educational tool when it comes to new learning
methods. With the growth and dissemination of this technology, there is a massive opportunity for
teachers to add this technology to their methods of teaching a second/foreign language, since students
keep showing a growing interest in new technologies. This systematic review of empirical research aims
at understanding whether the use of gaming strategies in virtual reality is beneficial for the learning of a
second/foreign language or not. Results show that more than half of the articles proved that virtual
reality technologies with gaming strategies can be used to learn a foreign language. It was also found
that “learning” was the most evaluated dependent variable among the chosen records, augmented
reality was the leading technology used, primary education and lower secondary was the most
researched school stages, and the most used language to evaluate the use of gamified technology was
by far the English language. Given the lack of directed investigation, it is recommended to use these
technologies to support second language learning and not entirely replace traditional approaches. A
research agenda is also proposed by the authors. (Rafael Darque et. Al, 2021)

The use of Virtual Reality in education has been highly prevalent in recent years. In nearly every domain
of education, integration of Virtual Reality has been ongoing including foreign language teaching and
learning. There is a huge shift in teaching and learning facilities from conventional classrooms to
interactive ones. What makes Virtual Reality special in comparison to other technologies are immersion,
interaction and involvement properties. Therefore, the purpose of this study was to analyze the studies
on foreign language learning and teaching through virtual reality technology and to highlight the current
trends on this topic, thus propose some suggestions for future researchers of this field. Document
analysis method was used in this study. Like other analytical methods in a qualitative research,
document analysis requires that data be examined and interpreted in order to elicit meaning, gain
understanding, and develop empirical knowledge. 40 research papers published between the years 1995
and 2015 were scanned in terms of data collection tools, research design, sample, sample size, data
analysis method, and the topic of the paper. The results of the study revealed that document analysis
was in the first place in terms of data collection tool and half of the studies were qualitative. In addition,
undergraduate population was primarily the focus of attention. As from sample size, 101-300 size was
primarily used. Moreover, effectiveness of virtual reality and game-based learning were the two
outstanding topics of these studies. (Ekrem Solak, Gamze Erdem, 2015).
Due to globalization growth, learning a second language is a necessity to develop in an increasingly
demanding multicultural environment. However, at present we still find that some traditional
methodologies are still being applied for teaching, which represents a problem for current students, also
called digital natives, because these methodologies should adapt to this digital age of technology and
knowledge. To solve this problem, a digital resource for foreign language learning was developed taking
into account competitiveness and gamification as bases to motivate students and engage them into the
course. The objective of this tool is to improve the processing of theoretical information obtained
making use of a virtual environment which has competitive activities and gamification elements such as:
obtaining medals for completing tasks, user’s progress bar and ranking according to the scores obtained,
so that students are motivated and improve their learning. This research seeks to analyze the effects of
applying competitiveness and gamification in a virtual environment aimed at foreign language learning.
It was found that 81.03% of students are more inclined to use gamified digital tools and also 82.76% of
students feel more motivated to learn a second language using this methodology. (Norman Harvey Arce,
Ana Cuadros Valdivia, 2020)

This study was based on the flow theory of Mihaly Csikszentmihalyi. A cross sectional study was
performed to examine flow experience in computer game playing among university students and to
identify behavior that led to positive consequences and addictive behavior. Multi-stage sampling was
conducted to select a sample of 478 university students aged 18–24 years who usually played computer
games. Data were collected using the assessment instruments of computer game addictive behavior and
perception of the consequences from game playing. (Supat Sanjamsai et. Al, 2018)