Design of English Vocabulary Mobile Apps Using Gamification: An Indonesian Case Study for Kindergarten English is essential for children because it is an international language that is always used in various fields, both in the world of work, education, economics, and social. One method of learning for children is by playing while learning. Gamification in the field of education is an educational approach to motivate students to enjoy learning by applying the game design. The purpose of this study is to approach the learning of English, specifically for children in kindergarten schools so that children will be more interested and feel happy to continue learning. The gamification method uses a mobile phonebased application with video games. Gamification in question is an English language recognition game for children with games. The introduction of English includes three categories, namely numbers, pictures, and spelling. The result is a mobilebased application that can be used by children to play the introduction of English with the concept of gamification. With the existence of gamification, the conception of children who were initially afraid to learn English became brave and more confident. The contribution given through this paper is to motivate childrenu0027s willingness to learn English through other learning methods, namely gamification. Make children feel comfortable and not afraid to learn new things, especially English.

The Impact of Learning Motivation on CharacterNurturing and Competitive GameBased Item Bank Practicing System In Taiwan, the traditional approach in English learning can be experienced as dull and boring. As a result, it leads to a decline in learning motivation and learning effectiveness. Some scholars have pointed out that adding games into learning could enhance the learneru0027s motivation. However, different game strategies may have different effects on learnersu0027 learning motivation. Therefore, this study explored how different types of systems (a characternurturing game, a competitive game and traditional practice without games) impacted learnersu0027 motivation when blending those systems into learning. In order to study this issue, the researchers first developed three systems which were a characternurturing gamebased item bank practicing system, a competitive gamebased item bank practicing system and an item bank practicing system without games. Then the researchers invited 125 firstgraders from a junior college in northern Taiwan taking an English course, and conducted a nineweek teaching experiment. The results showed that the learners of the competitivegame group had significantly lower confidence and satisfaction than the learners of the characternurturinggame group.