A gamified analytical thinking skills learning approach for young learners’ Arabic language learning: effects on performance, motivation, engagement, and gender-based perceptions

Despite the rising popularity of learning Arabic as a foreign language, there has been limited research addressing potential effects of integrating technology into the learning approach for learning Arabic language, particularly using gamification. Few studies have explored whether gamification can influence factors like language acquisition. To address these gaps, we proposed a gamified analytical thinking skills learning approach (Gamified-ATS) for young learners. We employed a mixed-methods research design to investigate the effects of this approach on young learners’ Arabic language skills, motivation, engagement, and learning perceptions. The study involved 52 third-grade students from an elementary school in Indonesia. One class (n = 25) was taught using the Gamified-ATS approach, while another class (n = 27) followed the conventional technology-based learning approach (CTL). The results indicated that integrating gamification with the analytical thinking skills approach significantly improved young learners’ Arabic language skills, motivation, and engagement. Additionally, we analyzed the learners’ perceptions of the Gamified-ATS approach through epistemic network analysis. Our findings suggest that fostering enthusiasm can greatly enhance engagement and motivation. However, gender-specific preferences emerged: boys benefited more from competitive elements and clear progress metrics, whereas girls were more motivated by interactive and narrative-driven activities.