From superficial participation to strategic engagement: a longitudinal case study of the dynamics and drivers of engagement in gamified language learning

Abstract Recent studies suggest that gamified quizzes can boost student engagement in foreign language classrooms by incorporating game design elements such as badges and points. However, the longitudinal dynamics of engagement in such contexts remain underexplored. This study addresses this gap by examining changes in learner engagement over one semester, during which gamified quizzes were used as a formative assessment tool. Employing a mixed-methods design, the study collected quantitative and qualitative data through repeated questionnaires and interviews. Quantitative results indicated no statistically significant group-level variations in engagement over time. Qualitative findings revealed a shift from surface-level participation to more strategic and reflective learning behaviours. The qualitative analysis further identified two underexplored factors shaping engagement: the cognitive demands of quiz questions and the macro-level socio-educational pressures within Chinese universities. These findings are interpreted through an integrated framework combining Self-Determination Theory (SDT), goal-setting theory, and flow theory to explain how engagement varied over time. This study contributes to the literature by conceptualising engagement as a dynamic and context-sensitive process rather than a fixed state. It highlights the importance of aligning gamified practices with pedagogical goals and broader socio-educational conditions to sustain meaningful learner engagement. This alignment is conceptualised as the localisation of gamification. This study also proposes a multi-layered framework and a practitioner checklist to support pedagogically informed uses of gamified quizzes for sustaining engagement in foreign language learning.