1,035
Views
0
CrossRef citations to date
0
Altmetric
Articles

Learning English vocabulary through playing games: the gamification design of vocabulary learning applications and learner evaluations

& ORCID Icon
Pages 451-471 | Received 25 Feb 2022, Accepted 20 May 2023, Published online: 08 Jun 2023

References

  • Aghlara, L., and N. Hadiditamjid. 2011. The effect of digital games on Iranian vocabulary retention in foreign language acquisition. Social and Behavioral Sciences 29: 552–560.
  • Bangert-Drowns, R.L., J.A. Kulik, and C.L.C. Kulik. 1991. Effects of frequent classroom testing. Journal of Educational Research 85: 89–99.
  • Blanco, C. 2022. 2022 Duolingo language report. Duolingo. https://blog.duolingo.com/2022-duolingo-language-report/.
  • Boers, F., P. Warren, G. Grimshaw, and A. Siyanova-Chanturia. 2017. On the benefits of multimodal annotations for vocabulary uptake from reading. Computer Assisted Language Learning 30, no. 7: 709–725.
  • Buckley, P., and E. Doyle. 2016. Gamification and student motivation. Interactive Learning Environments 24: 1162–1175.
  • Calvo-Ferrer, J.R. 2017. Educational games as stand-alone learning tools and their motivational effect on L2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology 48, no. 2: 264–278. doi:10.1111/bjet.12387.
  • Carpenter, S.K. 2012. Testing enhances the transfer of learning. Current Directions in Psychological Science 21, no. 5: 279–283.
  • Carpenter, S.K., H. Pashler, and E. Vul. 2006. What types of learning are enhanced by a cued recall test? Psychonomic Bulletin and Review 13: 826–830.
  • Chen, C.M., L.C. Chen, and S.M. Yang. 2019. An English vocabulary learning app with self-regulated learning mechanism to improve learning performance and motivation. Computer Assisted Language Learning 32, no. 3: 237–260.
  • De-Marcos, L., A. Domínguez, J. Saenz-de-Navarrete, and C. Pagés. 2014. An empirical study comparing gamification and social networking on e-learning. Computers and Education 75: 82–91. doi:10.1016/j.compedu.2014.01.012.
  • Deci, E., and R. Ryan. 2000. The ‘what’ and ‘why’ of goal pursuits: human needs and self-determination of behavior. Psychological Inquiry 11: 227–268. doi:10.1207/S15327965PLI1104_01.
  • Deterding, S., D. Dixon, R. Khaled, and L. Nacke. 2011. From game design elements to gamefulness: defining ‘gamification’. In Proceedings of the 15th International Academic Mindtrek Conference: Envisioning Future Media Environments, ed. A. Lugmayr, 9–15. New York: ACM.
  • Dichev, C., and D. Dicheva. 2017. Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education 14, no. 9: 1–36. doi:10.1186/s41239-017-0042-5.
  • Dindar, M., and Y. Akbulut. 2014. Motivational characteristics of Turkish MMORPG players. Computers in Human Behavior 33: 119–125. doi:10.1016/j.chb.2014.01.016.
  • Dindar, M., L. Ren, and H. Järvenoja. 2021. An experimental study on the effects of gamified cooperation and competition on English vocabulary learning. British Journal of Educational Technology 52, no. 1: 142–159.
  • Fithriani, R. 2021. The utilization of mobile-assisted gamification for vocabulary learning: its efficacy and perceived benefits. Computer Assisted Language Learning Electronic Journal (CALL-EJ) 22, no. 3: 146–163.
  • Fithriani, R., and M.A. Alharbi. 2021. The adoption of Edmodo in a hybrid EFL writing class: what do Indonesian students and lecturers say? Asian EFL Journal 28, no. 2-3: 38–60.
  • Frederiksen, N. 1984. The real test bias: influences of testing on teaching and learning. American Psychologist 39, no. 3: 193.
  • Gairns, R., and S. Redman. 1986. Working with Words: A Guide to Teaching and Learning Vocabulary. Cambridge: Cambridge University Press.
  • Gates, A.I. 1917. Recitation as a factor in memorizing. Archives of Psychology 40: 104.
  • Gu, Y., and R.K. Johnson. 1996. Vocabulary learning strategies and language learning outcomes. Language Learning 46, no. 4: 643–679.
  • Hunicke, R., M. LeBlanc, and R. Zubek. 2004. MDA: a formal approach to game design and game research. Proceedings of the Game Developers Conference, San Jose, CA, USA, November 23. https://users.cs.northwestern.edu/~hunicke/MDA.pdf.
  • Hwang, G.J., and S.Y. Wang. 2016. Single loop or double loop learning: English vocabulary learning performance and behavior of students in situated computer games with different guiding strategies. Computers and Education 102: 188–201.
  • Johnson, D.W., and R.T. Johnson. 1989. Cooperation and Competition: Theory and Research. Edina, MN: Interaction Book Company.
  • Kebritchi, M. 2010. Factors affecting teachers’ adoption of educational computer games: a case study. British Journal of Educational Technology 41, no. 2: 256–270.
  • Khezrlou, S., and R. Ellis. 2017. Effects of computer-assisted glosses on EFL learners’ vocabulary acquisition and reading comprehension in three learning conditions. System 65: 104–116. doi:10.1016/j.system.2017.01.009.
  • Korlu, H., and E. Mede. 2018. Autonomy in vocabulary learning of Turkish EFL learners. The EUROCALL Review 26, no. 2: 58–70. doi:10.4995/eurocall.2018.10425.
  • Li, R. 2021. Does game-based vocabulary learning APP influence Chinese EFL learners’ vocabulary achievement, motivation, and self-confidence? Sage Open 11, no. 1: 21582440211003.
  • Li, R., Z. Meng, M. Tian, Z. Zhang, and W. Xiao. 2019. Modelling Chinese EFL learners’ flow experiences in digital game-based vocabulary learning: the roles of learner and contextual factors. Computer Assisted Language Learning 34, no. 4: 483–505. doi:10.1080/09588221.2019.1619585.
  • Mahayanti, N. W. S., I. P. I. Kusuma, and S. Wibawa. 2020. Digital game–based learning in EFL: its effect on young learners’ self-regulated learning. The Asian ESP Journal 5: 5–30.
  • Marczewski, A. 2013. Gamification: a simple introduction and a bit more. Self-published on Amazon Digital Services 2013. Kindle edition, Loc, 1405.
  • McDaniel, M.A., and M.E.J. Masson. 1985. Altering memory representations through retrieval. Journal of Experimental Psychology: Learning, Memory, and Cognition 11: 371–385.
  • Nation, I. 2001. Learning vocabulary in another language (Cambridge Applied Linguistics). Cambridge: Cambridge University Press. doi:10.1017/CBO9781139524759.
  • Pan, W.F. 2017. The effects of using the kinect motion-sensing interactive system to enhance English learning for elementary students. Educational Technology and Society 20, no. 2: 188–200.
  • Ramezanali, N., and F. Faez. 2019. Vocabulary learning and retention through multimedia glossing. Language Learning and Technology 23, no. 2: 105–124.
  • Robson, K., K. Plangger, J.H. Kietzmann, I. McCarthy, and L. Pitt. 2015. Is it all a game? Understanding the principles of gamification. Business Horizons 58, no. 4: 411–420. doi:10.1016/j.bushor.2015.03.006.
  • Roediger III, H.L., and J.D. Karpicke. 2006. Test-enhanced learning: taking memory tests improves long-term retention. Psychological Science 17, no. 3: 249–255.
  • Ruhi. 2015. Level up your strategy: towards a descriptive framework for meaningful enterprise gamification. Technology Innovation Management Review 5, no. 8: 5–16. doi:10.22215/timreview/918.
  • Saldaña. 2009. The Coding Manual for Qualitative Researchers, 2nd ed. London: Sage.
  • Schmitt, N. 2008. Instructed second language vocabulary learning. Language Teaching Research 12, no. 3: 329–363. doi:10.1177/1362168808089921.
  • Seaborn, K., and D.I. Fels. 2015. Gamification in theory and action: a survey. International Journal of Human Computer Studies 74: 14–31. doi:10.1016/j.ijhcs.2014.09.006.
  • Smith, G.G., M. Li, J. Drobisz, H.R. Park, D. Kim, and S.D. Smith. 2013. Play games or study? Computer games in ebooks to learn English vocabulary. Computers and Education 69, no. 4: 274–286. doi:10.1016/j.compedu.2013.07.015.
  • Tan, C.S.L. 2021. Gamifying OTT: a study on consumer attitudes toward game elements and OTT media service provider brands in gamification. Young Consumers 22, no. 3: 328–347. doi:10.1108/YC-11-2020-1245.
  • Waluyo, B., and J.L. Bucol. 2021. The impact of gamified vocabulary learning using Quizlet on low-proficiency students. Computer Assisted Language Learning Electronic Journal 22, no. 1: 164–185.
  • Wang, F.L., R. Zhang, D. Zou, O.T.S. Au, H. Xie, and L.P. Wong. 2021. A review of vocabulary learning applications: from the aspects of cognitive approaches, multimedia input, learning materials, and game elements. Knowledge Management and E-Learning 13, no. 3: 250–272.
  • Wigdor, D., and D. Wixon. 2011. Chap 16: Mechanics, dynamics, and aesthetics: the application of MDA. In D. Wigdor & D. Wixon (Eds.), Brave NUI World, 107–114. Morgan Kaufmann. doi:10.1016/B978-0-12-382231-4.00016-2.
  • Young, S.S.C., and Y.H. Wang. 2014. The game embedded CALL system to facilitate English vocabulary acquisition and pronunciation. Educational Technology and Society 17, no. 3: 239–251.
  • Zou, D., S. Luo, H. Xie, and G. Hwang. 2020. A systematic review of research on flipped language classrooms: theoretical foundations, learning activities, tools, research topics and findings. Computer Assisted Language Learning 35, no. 8: 1811–1837. doi:10.1080/09588221.2020.1839502.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.