The research on the interest in autonomous learning is one of the key topics in the field of modern minority language learning, and some studies have found that the adoption of gamified learning apps has a significant impact on the autonomous learning ability of college language learners. However, there is still a lack of unified understanding of the active mechanism formed behind it. Therefore, this article collects comprehensive literature on gamification and autonomous learning of minority languages over the past five years, through sorting and analysis, this study first reviews the current situation of students’ use of gamified applications, and it probes into the impact of gamification learning applications on the initiative of autonomous learning among students of minor languages in universities. The study reveals that the utilization of gamification learning applications generally exerts a positive influence on the autonomous learning of minor languages among college students, through gamified learning APPs, students’ learning motivation has been remarkably promoted. Furthermore, the language output environment and cultural characteristic context within the APPs can not only meet the learners’ thirst for knowledge but also alleviate their sense of anxiety. These factors effectively tackle the core issues in traditional self-directed learning, including insufficient motivation, emotional anxiety, and the lack of context.
Xuefei Chen (Thu,) studied this question.