User-Centric Evaluation of Gamified Finnish Language App for International Students

Abstract

This study evaluates the effectiveness of a gamified Finnish language-learning application designed to address the dual challenges of language acquisition and cultural integration faced by international students in Finland. Finnish, with its complex morphology and sociocultural nuances, poses significant barriers to learners, particularly those from non-Uralic language back-grounds. While gamified apps like Duolingo offer accessible language practice, their lack of con-textualized grammar support and culturally relevant content limits practical application in real-world Finnish settings. To bridge this gap, a mixed-methods approach was employed, combin-ing think-aloud usability testing, a one-week independent practice log, post-use surveys, and semi-structured interviews with six international students residing in Finland. This methodology allowed for a holistic assessment of engagement, motivation, and perceived learning outcomes within a mobile-assisted language learning (MALL) context.

Findings revealed that gamification elements—such as points, badges, streaks, and leader-boards—effectively enhanced short-term engagement by providing immediate feedback and a sense of progression. However, their motivational impact varied: extrinsic rewards like streaks occasionally induced stress, undermining intrinsic motivation. While the app’s interface was praised for its intuitiveness, critical gaps were identified in contextual grammar explanations (e.g., partitive vs. genitive cases) and advanced proficiency support, limiting its utility for learn-ers aiming for B1-level competency. Participants emphasized the need for richer cultural sce-narios (e.g., simulated public transport interactions) and adaptive pathways to address diverse linguistic and cultural backgrounds.

The study contributes theoretically by integrating Self-Determination Theory (SDT) and the Oc-talysis Framework to evaluate gamification’s role in balancing intrinsic and extrinsic motivation. Practically, it proposes actionable strategies for developers, such as embedding localized dia-logues, explicit grammar tooltips, and proficiency-based content tracks. For educators, hybrid pedagogical models combining app-based drills with classroom role-play are recommended. Policymakers are urged to advocate for culturally responsive design standards in alignment with Finland’s Integration Act (1386/2010), which ties language proficiency to societal participation. Future research should explore longitudinal impacts on retention and compare efficacy across apps to refine adaptive gamification frameworks. By addressing both linguistic and cultural dimensions, this work advances the design of user-centered language technologies that support international students’ integration into Finnish soci-ety while fostering sustainable motivation and deeper learning outcomes.