Exploring Learner Engagement and Perceptions in Gamified Chinese Literacy Instruction: An Exploratory Action Research Study

This exploratory action research study examines Kahoot!-based gamified e-quizzes in adult beginner Chinese classes in Slovenia, focusing on learner engagement and perceived reading development. Data from six adult learners, including field notes, peer observation, and a group interview, were analyzed thematically and triangulated across sources. The findings suggest that Kahoot! enhanced behavioral, emotional, and cognitive engagement by increasing participation, providing immediate feedback, and encouraging repeated interaction with Chinese characters and course materials. Learners also reported time pressure, performance anxiety, and occasional surface-level processing during gameplay. No evidence of measurable improvement in reading competence was found. Instead, the study identifies a process-oriented relationship in which gamification supports engagement and interaction, contributing to learners' perceived familiarity with reading content. Kahoot! is therefore most useful as a supplementary tool within a balanced approach combining digital and traditional practices.