Immersive Media and User Experience

Vol. 2 (2026)
Articles

Gamification and Formative Feedback in Digital Learning Environments: Implications for Intercultural Competence in Italian Culture

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  • Christos Douvlos,
  • Alexandros Gazis,
  • Panagiotis Toumpos,
  • Anna Mpaira,
  • Kleanthi Santamouri,
  • Maria Coroli,
  • Theodoros Vavouras
Christos Douvlos
Ministry of Education and Religious Affairs, Directorate of Primary Education, 10438 Athens, Greece
Alexandros Gazis
Heriot-Watt University, Edinburgh EH14 4AS, United Kingdom
Panagiotis Toumpos
Ministry of Education and Religious Affairs, Directorate of Primary Education, 10438 Athens, Greece
Anna Mpaira
Directorate of Secondary Education of Western Thessaloniki, 56430 Thessaloniki, Greece
Kleanthi Santamouri
Ministry of Education and Religious Affairs, Directorate of Primary Education, 10438 Athens, Greece
Maria Coroli
Ministry of Education and Religious Affairs, Directorate of Primary Education, 10438 Athens, Greece
Theodoros Vavouras
Department of Philosophy, School of Italian Language and Literature, Aristotle University of Thessaloniki, 54124 Thessaloniki, Greece

Published 2026-10-20

Keywords

  • Gamification,
  • Formative assessment,
  • Digital learning,
  • Italian culture,
  • Intercultural competence
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

How to Cite

Gamification and Formative Feedback in Digital Learning Environments: Implications for Intercultural Competence in Italian Culture. (2026). Immersive Media and User Experience, 2, 86-96. https://doi.org/10.65638/2978-8811.2026.2.08

Abstract

This article presents a narrative literature review on how gamified learning and formative assessment can be combined in the digital teaching of foreign languages and culture, with particular focus on Italian culture. It draws on constructivist learning theory and self-determination theory to discuss previous studies on gamification, feedback, motivation, and intercultural learning. The reviewed literature suggests that gamification may support motivation, participation, and student engagement, especially when game elements are connected to meaningful learning activities. Formative assessment can support this process through clear criteria, regular feedback, and opportunities for reflection and improvement. In teaching Italian culture, digital missions based on authentic cultural practices may help students move beyond memorizing facts and develop intercultural awareness. Finally, the article discusses practical suggestions for curriculum designers, including learning analytics, peer review, and feedback cycles, while acknowledging the limitations of the narrative review approach.

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