Sustaining Grammar Learning through Gamification: A Quasi-Experimental Investigation

Abstract

The present study investigated the impact of an electronic gamification-based program, using the “Class Point” platform, in improving grammatical achievement and retention of learning among grade five students in the Sultanate of Oman. The study adopted a quasi-experimental design and the study sample consisted of 120 male and female students, distributed evenly into experimental and control groups. The experimental group was taught grammatical activities through an interactive gamification program, while the control group was taught using conventional methods of teaching. An achievement test was administered as a pre-test, post-test, and a delayed post-test. Statistical analyses using t-tests, ANCOVA, and Eta-squared effect size revealed statistically significant differences in favor of the experimental group for both genders, indicating large effect sizes (η² = 0.55 for males; η² = 0.57 for females). Results further showed significant improvement in delayed post-test scores, suggesting strong retention of learning. No significant differences were found based on gender suggesting that the gamification-based program created an inclusive learning environment. These findings confirm the effectiveness of gamification in enhancing grammatical learning and sustaining its effect over time. The study recommends incorporating gamification strategies into Arabic language curricula and teacher professional training programs to promote active, technology-enhanced learning.