Bulletin of Electrical Engineering and Informatics Vol. 14, No. 1, February 2025, pp. 696~705 ISSN: 2302-9285, DOI: 10.11591/eei.v14i1.8023  696 Journal homepage: http://beei.org Impact of usability on continuance usage intention in language learning apps with gamification features Ulfiah, Muhammad Faris Rahthin Rasyadan, Wening Tyas Utami, Sunardi, Dina Fitria Murad Department of Information System, BINUS Online, Bina Nusantara University, Jakarta, Indonesia Article Info ABSTRACT Article history: Received Dec 13, 2023 Revised Aug 19, 2024 Accepted Sep 28, 2024 With the increasing popularity of language learning applications, gamification has become one of the approaches frequently integrated to enhance continuance usage intention (CUI). However, how the usability of these gamification features influences the intention to continue usage is not yet fully understood. Through the usability testing and system usability scale (SUS) method, this study evaluates the level of usability of gamification features in language learning applications with a novel research approach that also involves specific analysis regarding usability aspects according to Nielsen, including learnability, efficiency, memorability, errors, and satisfaction towards the CUI, categorized through the SUS statements grouping and then processed using the SPSS application. The study results indicate that the SUS scores show above-average scores for all three applications: Duolingo application at 77.08, Elsa Speak at 70, and Cake Learn at 70.58. Other findings suggest that usability aspects generally significantly influence CUI; however, only the satisfaction variable impacts CUI, which was observed only in Duolingo and Elsa Speak. These findings indicate that the overall usability of gamification features positively impacts CUI using language learning applications, thereby implying the need for continuous development. Keywords: Continuance usage intention Gamification Language learning Mobile apps Usability This is an open access article under the CC BY-SA license. Corresponding Author: Sunardi Department of Information System, BINUS Online, Bina Nusantara University Jakarta, Indonesia Email: sunardi@binus.ac.id 1. INTRODUCTION Digital platforms for language learning have grown in popularity, mainly when gamification components are used to improve the learning process. Language learning apps have improved with gamification features to increase interest in their learning with the continuance intention [1]-[3]. Duolingo is one of the popular language learning applications, and it was launched in 2012. Duolingo is recognized for its ability to keep students motivated through engaging in challenges, thereby enhancing the efficiency of practicing a second language. This challenge is achieved by Duolingo through innovation in its gamification features, which has resulted in a user base surpassing 500 million by the year 2023. In gamification, the game components comprise daily tasks, points for accomplishments, incentives, and innovative features that can be traded with the accumulated points. The attractiveness of these elements in this app-driven learning approach directly enhances users aspirations to refine their abilities [4]. The overarching objective of this gamification technique corresponds with the aim of keeping the application pertinent and continuously usable for users of language learning applications [5]. In today's dynamic digital landscape, where technology adoption can be as fleeting as its abandonment, continuance usage intention (CUI) becomes an indispensable metric. CUI holds particular significance in the context of information