Gamified English Learning and Proficiency in Computer Science Education: Mediating Roles of Technology Acceptance and Engagement

This study examines direct and indirect associations between perceived gamified English learning and self-reported cybersecurity-related English language proficiency (ELP) among undergraduate computer science students in Saudi Arabia, with technology acceptance, student engagement, and learning environment specified as potential mediators. Drawing on Self-Determination Theory, the Technology Acceptance Model, and Constructivist Learning Theory, the study employed a cross-sectional survey design with 417 students; 390 provided complete responses, which were analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Gamification demonstrated a significant positive association with self-reported ELP (β = 0.172, p = 0.012). The estimated indirect associations through technology acceptance (β = 0.196, p = 0.002) and student engagement (β = 0.179, p < 0.001) were statistically significant, whereas the indirect association through the learning environment was not. The complete model accounted for 64.3% of the variance in self-reported ELP. Because ELP was measured through self-report and the design is cross-sectional, findings represent associations rather than confirmed causal effects. The study provides exploratory evidence of associations among students’ perceptions of gamified learning, technology acceptance, engagement, and cybersecurity-related English proficiency, informing hypotheses for future longitudinal and intervention research.