National Library and Archives of Islamic Republic of Iran Librarianship and Information Organization Studies 2783-4646 37 1 2026 05 12 Analysis of Gamification in Persian- and English-Language Children’s Reading Applications Analysis of Gamification in Persian- and English-Language Children’s Reading Applications 235 272 3321 10.30484/nastinfo.2026.3985.2376 FA Fatemeh (Venus) Bayatpour MSc. Student in Information Management, Department of Knowledge and Information Science, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran 0009-0000-8953-3572 Mohsen Haji Zeinolabedini Assistant Professor in Information Management , Department of Knowledge and Information Science, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran 0000-0003-4226-9377 Mehdi Shaghaghi Assistant Professor in Information Management , Department of Knowledge and Information Science, Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran 0000-0001-6144-3639 Journal Article 2025 12 01 <strong>Purpose</strong>: This study aims to examine the extent to which gamification elements are employed in Persian- and English-language reading applications for children. Considering the role of gamification in enhancing user motivation and engagement, the research seeks to identify the current status and existing shortcomings in the design of these applications.<br /><strong>Method</strong>: This study is evaluative in nature and applied in terms of purpose, and it was conducted in four phases. In the first phase, through content analysis of 56 scholarly sources published between 1990 and 2025, key gamification elements were identified and integrated with the Octalysis motivational framework. In the second phase, an evaluation checklist was developed and validated. In the third phase, 130 children’s reading applications (65 Persian-language and 65 English-language) were identified. Finally, in the fourth phase, the selected applications were analyzed using the finalized checklist.<br /><strong>Findings</strong>: The findings indicated that the use of gamification elements was substantially more prevalent in English-language applications than in Persian-language ones. In the Epic Meaning, Achievement, Feedback, and Ownership drivers, English apps accounted for 24.62 percent, 33.85 percent, 29.23 percent, and 58.46 percent respectively, whereas the corresponding values for Persian apps were only 4.62 percent, 12.31 percent, 4.62 percent, and 13.85 percent. The only domain in which Persian applications outperformed their English counterparts was the Social Influence driver, with 12.37 percent compared to 3.08 percent. An overall analysis of the eight Octalysis drivers further showed that, in English-language apps, the Achievement (24.34 percent), Creativity (17.99 percent), and Ownership (19.58 percent) drivers had the highest shares. In contrast, Persian-language apps displayed their highest frequency in the Scarcity & Impatience driver (33.85 percent). Overall, English applications demonstrated a more coherent and diverse gamification structure, whereas Persian apps tended to focus more heavily on scarcity-based constraints, content, and social interaction.<br /><strong>Conclusion</strong>: The findings indicate that Persian reading apps are mainly based on intrinsic motivational drives (values and education), while English apps rely more on extrinsic drives (rewards, challenges, and progression). Overall, gamification in Persian apps remains at a basic level and requires the development of localized hybrid models that integrate intrinsic and extrinsic motivations to enhance engagement and sustain children’s reading behavior. <strong>Purpose</strong>: This study aims to examine the extent to which gamification elements are employed in Persian- and English-language reading applications for children. Considering the role of gamification in enhancing user motivation and engagement, the research seeks to identify the current status and existing shortcomings in the design of these applications.<br /><strong>Method</strong>: This study is evaluative in nature and applied in terms of purpose, and it was conducted in four phases. In the first phase, through content analysis of 56 scholarly sources published between 1990 and 2025, key gamification elements were identified and integrated with the Octalysis motivational framework. In the second phase, an evaluation checklist was developed and validated. In the third phase, 130 children’s reading applications (65 Persian-language and 65 English-language) were identified. Finally, in the fourth phase, the selected applications were analyzed using the finalized checklist.<br /><strong>Findings</strong>: The findings indicated that the use of gamification elements was substantially more prevalent in English-language applications than in Persian-language ones. In the Epic Meaning, Achievement, Feedback, and Ownership drivers, English apps accounted for 24.62 percent, 33.85 percent, 29.23 percent, and 58.46 percent respectively, whereas the corresponding values for Persian apps were only 4.62 percent, 12.31 percent, 4.62 percent, and 13.85 percent. The only domain in which Persian applications outperformed their English counterparts was the Social Influence driver, with 12.37 percent compared to 3.08 percent. An overall analysis of the eight Octalysis drivers further showed that, in English-language apps, the Achievement (24.34 percent), Creativity (17.99 percent), and Ownership (19.58 percent) drivers had the highest shares. In contrast, Persian-language apps displayed their highest frequency in the Scarcity & Impatience driver (33.85 percent). Overall, English applications demonstrated a more coherent and diverse gamification structure, whereas Persian apps tended to focus more heavily on scarcity-based constraints, content, and social interaction.<br /><strong>Conclusion</strong>: The findings indicate that Persian reading apps are mainly based on intrinsic motivational drives (values and education), while English apps rely more on extrinsic drives (rewards, challenges, and progression). Overall, gamification in Persian apps remains at a basic level and requires the development of localized hybrid models that integrate intrinsic and extrinsic motivations to enhance engagement and sustain children’s reading behavior. https://nastinfo.nlai.ir/article_3321_4c0119602de5ce97bb5ac5666f2a8448.pdf