Regarding the attractiveness of educational games for EFL learners, the present research intended to investigate the effects of gamification on improving Iranian EFL learners’ idiomatic knowledge. Efforts to improve student learning outcomes, such as by increasing the quantity of the use of project-based learning and problem-based learning methods, are needed. Therefore, based on the results of the evaluation that has been carried out, it can be concluded that the quality of the implementation of Kiso Moji Goi learning is good. The results showed that 82.2% of students stated that they were satisfied with the learning method applied by the lecturer, 51.5% of students stated that the level of material difficulty was in the medium category, 88.9% of students stated that the learning media used by the lecturer was good, 84.4% of students stated that the test used by the lecturer was good carried out according to the material that has been taught, 88.9% of students are satisfied with the academic services provided by the lecturer, 93.4% of students got a good final grade. Respondents in this study were 45 first-level students of the Japanese Department, Faculty of Humanities, Universitas Komputer Indonesia in the 2021/2022 academic year. This study uses descriptive quantitative research methods, using several research techniques in the form of questionnaires, interviews, and document analysis. This study aims to obtain an overview of the results of the evaluation of the implementation of learning which includes methods, materials, media, academic services, and assessing learning outcomes of Basic Japanese Characters and Vocabulary faced by students. Questionnaire responses and the game-related journal entries of three cohorts of learners were analysed, and teacher reflections on the action research project were used to answer the questions "Should we be leaving this field to the experts?" and "Other than high-end multi-level curriculum-centred digital games, are there different gaming scenarios worth exploring?" Difficulties were experienced during the development of the games and these are described with reference to the divide, discussed in gaming literature, between the type of digital games being showcased at conferences and the reality for teachers wishing to emulate the practice by developing their own digital games. This paper contributes to filling this gap by describing the creation of three digital games for kanji learning. ![]() The authors, inspired by such presentations, were interested in creating digital games to mitigate problems of demotivation in a beginner Japanese kanji (non-alphabetic script) class at Auckland University of Technology but found there was no body of research on digital games for learning non-alphabetic scripts. The games are entertaining and are backed by research detailing how games can improve the learning experience through active critical learning, learner interaction, competition, challenge, and high learner motivation. Educational digital games are often presented at Technology in Language Education conferences.
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