Using language games to motivate teaching among students in Colleges of Education in Ghana: A comparative study


  • Adu David Tuffour Department of Languages, Atebubu College Of Education, Ghana
  • Joseph Akossah Department of Languages, Kibi Presbyterian College Of Education, Ghana
  • Sophia Efua Cobbinah Department of Languages, Komenda College of Education, Ghana
  • Isaac Oduro Department of Languages, St. Monica's College Of Education, Ghana
  • Jerome Nketsiah Department of Languages, Foso College of Education, Ghana


Gamification has been proposed as a way to make teaching and learning more engaging for students. Despite numerous research on the influence of gamification on learning, few empirical studies have attempted to use the concept in the teaching and learning of languages. This study investigated the effectiveness of gamification in the study of languages among students in colleges of education in Ghana. The study was conducted using the "Appiahene Gamification Model" (AGM). Using a sample of sixty (60) students, this study looked into the effects of incorporating gamification into language learning. The learners were randomly divided into two groups: an experimental group of thirty (30) students and a control group of thirty (30) learners. The results revealed that using gamification to improve students' writing and speaking of various languages had a positive influence on them. It was also shown that students who utilized gamification to help their learning in languages performed better on average than those who did not. The study suggested Gamification application would have implications for a wide range of teaching and learning scenarios, as well as opportunities for additional investigation. The research concept and findings can be utilized to provide recommendations for the design of gameful education in different fields of study.


Download data is not yet available.

Alloghani, M., Hussain, A., Aljaaf, A. J., & Mustafina, J. (2014). Gamification in e-Governance: Development of an Online Gamified System to Enhance Government Entities Services Delivery and Promote Public’s Awareness, 176–181.

Azevedo, R., Behnagh, R., & Duffy, M. (2012). Metacognition and self-regulated learning in student-centered learning environments. Centered Learning

Amissah-Arthur, K. (2016). Study Of French Can Make Ghanaians Become Competitive In The Globalised World - Veep | Education | Retrieved June 20, 2017, from

Antwi, M., Appiahene, P., & Boakye-ansah, Y. (2017). Promoting Afforestation for Sustainable Communities through Gamification. Journal of Energy and Natural Resource Management, 1(ICCCSDA 2017 Special Issue), 43–49.

Akufo-Addo, N. A. D. (2017). Study of French to be compulsory in SHS – Akufo-Addo | Ghana News. Retrieved from

Appiahene, P., Ussiph, N., & Missah, Y. M. (2018). Information Technology Impact on Productivity : A Systematic Review and Meta-Analysis of the Literature. International Journal of Information Communication Technologies and Human Development, 10(3).

Appiahene, P., Asante, G., Kesse-Yaw, B., & Acquah-Hayfron, J. (2017). Raising Students Programming Skills Using Appiahene Gamification Model. In M. Pivec & J. Gründler (Eds.), European Conference on Games Based Learning, ECGBL 2017 (p. 14). Graz: Academic Conferences and Publishing International Limited.

De Schutter, B., & Vanden Abeele, V. (2014). Gradequest — Evaluating the impact of using game design techniques in an undergraduate course. Proceedings of the 9th International Conference on the Foundations of Digital Games - FDG2014, (April 2014), 1–9. Retrieved from

Dicheva, D., Irwin, K., Dichev, C., Talasila, S., & Salem, W. (n.d.). A Course Gamification Platform Supporting Student Motivation and Engagement.

Fotaris, P., Mastoras, T., Leinfellner, R., & Rosunally, Y. (2015). Who Wants To Be A Pythonista ? Using Gamification To Teach Computer Programming. EDULEARN15 Proceedings, (July), 2611–2619.

Fotaris, P., Mastoras, T., Leinfellner, R., & Rosunally, Y. (2016). Climbing Up the Leaderboard : An Empirical Study of Applying Gamification Techniques to a Computer Programming Class University of the West of England, School of Computing and Creative Technologies, 14(2), 94–110.

Glasgow, N. (1997). New Curriculum for New Times: A Guide to Student-Centered, Problem-Based Learning. Retrieved from

Hirumi, A. (2002). Student-centered, technology-rich learning environments (SCenTRLE): Operationalizing constructivist approaches to teaching and learning. Journal of Technology and Teacher Education. Retrieved from

Knutas, A., Ikonen, J., Nikula, U., & Porras, J. (2014). Increasing collaborative communications in a programming course with gamification. Proceedings of the 15th International Conference on Computer Systems and Technologies - CompSysTech ’14, 370–377.

Paisley, V. (2013). Gamification of Tertiary Courses : An Exploratory Study of Learning and Engagement. Electric Dreams: 30th Ascilite Conference, 1-4 December 2013, 671–675. Retrieved from

Oprescu, F., Jones, C., & Katsikitis, M. (2014). I PLAY AT WORK — ten principles for transforming work processes through gamification. Frontiers in Psychology, 5(January), 1–5.

Perryer, C., Amanda, N., Scott-ladd, B., & Leighton, C. (2016). Enhancing workplace motivation through gamification : Transferrable lessons from pedagogy. International Journal of Management Education, 14(3), 327–335.

Simões, J., Díaz, R., & Fernández, A. (2012). Computers in Human Behavior A social gamification framework for a K-6 learning platform.

Singh, S. P. (2012). Gamification: A Strategic Tool for Organizational Effectiveness. International Journal of Management, 1(1), 108–114.



How to Cite

Tuffour, A. D., Akossah, J., Cobbinah, S. E., Oduro, I., & Nketsiah, J. (2022). Using language games to motivate teaching among students in Colleges of Education in Ghana: A comparative study . Journal of Education, Curriculum and Teaching Studies, 3(1). Retrieved from