How we compare tools

This page explains the criteria Lingadoo uses to evaluate and categorise the games, teacher tools, worksheets, and ready-to-teach resources in this directory. There is no scoring algorithm, no weighted formula, and no overall ranking. The goal is to help teachers find what fits their specific classroom context, not to declare winners.

Classroom model

The single most practical constraint for any classroom game tool is whether it requires student devices. We categorise each tool as shared screen (one teacher screen, no student devices needed), student devices (every student needs a phone or laptop to participate), or both (works either way).

This matters because many ELT classrooms, particularly in language schools, adult education, or low-resource settings, cannot rely on every student having a device. A tool that looks excellent on paper may be unusable in a specific classroom for exactly this reason.

ELT relevance

Not all classroom game platforms are equally relevant for English language teaching. We distinguish three levels:

  • ELT-specific: the platform was designed with language learning in mind. Content and activity formats address language-learning objectives directly.
  • ELT-friendly: the platform is general-purpose but adapts well to ELT use, either through a large community library of relevant content or through activity formats that work for language review.
  • General purpose: the tool is designed for any subject. ELT relevance depends entirely on what content the teacher builds or selects.

This distinction matters because a general-purpose quiz tool may look identical to an ELT-specific one, but the content quality and activity design will differ significantly in practice.

Teaching mode

We label each tool as teacher-led, student-paced, or mixed. Teacher-led tools give the teacher control over when activities advance, which questions appear, and how the class responds together. Student-paced tools allow students to work independently at their own speed.

For ELT classes, teacher-led formats are often more useful for communicative activities because the teacher can pause, prompt, extend, and redirect. Student-paced formats suit structured review and homework contexts better.

Prep burden

We categorise prep time as none, low, medium, or high. This is an honest, practical assessment, not a judgment about the tool's quality. A high-prep tool may be worth the investment for teachers who build reusable materials. A no-prep tool may be ideal for a teacher who needs something today.

  • None: open it, start it. Content is already there, no teacher input required before running.
  • Low: requires selecting a set or entering minimal content (a few minutes).
  • Medium: requires meaningful content creation: entering questions, writing descriptions, building a set.
  • High: requires building a full lesson or substantial content set, potentially including slides or video.

Speaking value

Many classroom games produce no spoken student output: students tap an answer on a screen and move on. For ELT teachers, this can be a real limitation. We assess whether a tool's activity formats naturally prompt students to produce language out loud.

High speaking value means the activity format involves students saying something, responding verbally, or communicating with peers as part of the mechanic, not just recognising a correct answer. Medium means speaking is possible or incidental but not built into the format. Low means the format is primarily read-and-tap with no natural speaking component.

Custom content flexibility

Some platforms let teachers build activities from their own materials. Others provide ready-made content but limited customisation. We rate custom content flexibility as high, medium, or low.

High flexibility means you can enter your own vocabulary, grammar points, reading texts, or questions and generate meaningful activities from them. Low flexibility means you are largely confined to what the platform provides.

Lesson support

A platform can be excellent at one activity and still leave the teacher to source everything around it. We therefore note whether it offers useful support beyond the central activity: worksheets, lesson materials, grammar explanations, video activities, or practical classroom tools.

This is not a measure of whether more features are automatically better. It simply helps a teacher distinguish a focused quiz tool from a resource that can support several stages of an ELT lesson.

Teacher control

Once an activity starts, how much can the teacher direct it? High teacher control means the teacher can pause, skip, repeat, choose questions, and redirect at any point. Low teacher control means the activity runs on its own logic once launched and the teacher has limited ability to intervene.

Higher control is generally more useful for ELT contexts where a question might spark an interesting language moment the teacher wants to develop.

Age fit

We note whether a tool is most appropriate for young learners, teens, adults, or multiple groups. This is based on the visual design, activity format, content library tone, and the competitive mechanics involved. A tool rated for teens may work well with motivated adults, and vice versa. These are contextual guidelines, not hard rules.

Remote use

We note whether each tool works well in remote and hybrid teaching contexts. Strong means it was designed for or works naturally in remote settings: students join from their own devices, the teacher shares their screen. Usable means it can work remotely with some adaptation. Weak means the tool's design is primarily for in-person use and translates poorly to remote contexts.

What we do not measure

We do not assign overall scores, star ratings, or ranked positions. Tools are fundamentally different in their purpose and classroom model. Comparing them on a single scale would be misleading. A tool that is the best choice for a shared-screen grammar game may be a poor fit for student-device vocabulary practice.

We also do not run controlled classroom trials or gather systematic teacher survey data. Entries are based on editorial assessment: using the platforms directly, reading available documentation, and applying ELT teaching experience. This includes Lingadoo. Our own platform is assessed on the same criteria as every other tool in the directory.

Keeping entries current

Each tool entry notes the last review date. Platforms change: pricing models shift, features are added or removed, and product focus changes. If you notice outdated information, you can reach us through the about page.

We aim to review entries at least once per year. Changes that significantly affect the assessment (major pricing shifts, removal of key features) are prioritised.