The integration of gamification into digital language learning offers new possibilities for engaging learners and enhancing language acquisition. This study evaluates a Kiswahili gamified learning application, Tusome na Tucheze , developed for primary school learners in Kenya. The app is designed to promote literacy and cultural awareness through interactive tasks aligned with the Kenyan Kiswahili curriculum. The research investigates user perceptions regarding the app's educational value, cultural relevance, and technological usability. Two groups of participants—Kiswahili language teachers and university-level Kiswahili students—completed pre- and post-use questionnaires. The study employed a mixed descriptive and qualitative design to gather detailed insights into participants' expectations before using the app and their experiences after engaging with it. Findings suggest that participants valued the app's integration of cultural content, particularly in its use of traditional greetings, artifacts, and culturally contextualized narratives. Most participants found the app engaging and age-appropriate for young learners, highlighting the motivational impact of gamified elements such as levels, points, and feedback mechanisms. Despite minor usability challenges—such as the need for offline accessibility and occasional interface issues—the app was perceived as a useful complement to conventional classroom materials. The results emphasize the importance of cultural representation in language learning and support the inclusion of gamified tools in early literacy development. This study contributes to growing research on mobile-assisted language learning (MALL) in underrepresented contexts and highlights the potential of culturally grounded digital tools to support language acquisition and learner motivation in Sub-Saharan Africa.
Ndegwa et al. (Fri,) studied this question.