Iteratively Designing a Theory‐Driven Gamified Morphological Awareness Intervention to Improve EFL Learners’ Reading Performance and Engagement

ABSTRACT Gamification has been increasingly implemented for language learning purposes across the globe. However, there remains unknown regarding how the change in gamification design might maximize students’ language learning outcomes and engagement. To fill this research gap, we adopted a design‐based research methodology to iteratively design, implement, and evaluate a gamified morphological learning environment over two iterations to support reading comprehension and engagement among students who learn English as a foreign language. In Iteration A, the gamified morphological program was designed based on self‐determination theory, and the game elements were adopted to satisfy students’ three basic psychological needs (i.e., competence, autonomy, and relatedness). In Iteration B, the gamification design was enhanced based on the results obtained from Iteration A and relevant theories, including supporting students to set learning goals, providing positive feedback using both digital and non‐digital means, embedding learning support to achieve challenge‐skill balance, protecting low‐performing students from social comparison, and creating team‐based competition. The results indicated that the gamification design in Iterations A and B are equally effective in increasing students’ morphological awareness, with the integrated gamified learning environment in Iteration B being able to significantly improve students’ reading comprehension. This study concludes with a set of design principles to guide the future design and implementation of gamification in education settings.