Role-playing gamification design framework: RPG mechanics, aesthetics, and game thinking applied to language learning¶

Theory · All theories
Evidence · 3 claims (2 for, 1 mixed) · 2 studies (1 causal, 1 quant-synthesis), q1–q2 · 1 of 2 report an effect size · 3 claims rest on one study

Description¶

The article adopts Kapp's (2012) gamification framework and Crocco's (2016) RPG elements, defining gamification as "the use of design elements characteristic for games (rather than play or playfulness) in non-game contexts". In Mangomon, RPG mechanics include avatars, experience points, quests, and collection; aesthetics involve appealing 3D scenes and monster characters; game thinking builds the experience around motivation through collection, repetition, and mastery. The framework is used to explain how role-playing gamification can engage learners while they practice English for work.

Design Implications¶

Context¶

Requirements¶

• Aesthetics must involve a well-designed experience essential for learners to accept gamification

Constraints¶

• The article notes that for ESP learners with a specific business English aim, it is questionable how RPG game design complements the learning goal or whether it is at all necessary

Target Learners¶

• EFL undergraduate students
• English for specific purposes learners

Target Learning Objectives¶

• vocabulary acquisition and retention
• intrinsic motivation for out-of-class language learning

Claims¶

• Rpg Mechanics Not Yet Serve Autonomy [~W]
• Thai undergraduates' business vocabulary test scores rose from pre-test to post-test after four weeks of out-of-class role-playing gamification with Mangomon, in a single-group study with no control group [+W]
• In one mixed-methods study of university students, reported in a review, gamified vocabulary learning gave better test results, motivation and satisfaction than traditional instruction [+W]

Related Theories¶

Examples¶

• Mangomon: a CEFR-based role-playing gamification mobile application for out-of-class business English vocabulary learning
• Incorporate game elements that promote interest and enjoyment to support autonomous, sustainable mobile language learning
• Game-Based Learning (GBL)
• Games
• Gamification

Key Sources¶

• Tangkiengsirisin, S., Taylor, P., & Thansirichaisree, P. (2026). The effects of role-playing gamification on business vocabulary learning and motivation: A study of CEFR-based language learning mobile application for Thai undergraduate students. LEARN Journal: Language Education and Acquisition Research Network, 19(1), 464-486. https://doi.org/10.70730/UFRC4620