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Learning Outcomes, Motivation, and Satisfaction in Gamified English Vocabulary Learning

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  • Zhonggen Yu

Abstract

The past several years have been witnessing the fast development of information and communication technology, with which an increasing number of serious games are being designed and developed. Randomly selected participants were divided into the treatment and control cohorts. Two experiments, as well as a semi-structured interview, were administered to both cohorts. It was concluded that: (1) Learning outcomes in gamified English vocabulary learning are significantly better than in non-gamified English vocabulary learning; (2) The motivation in gamified English vocabulary learning is significantly stronger than in non-gamified English vocabulary learning; (3) The satisfaction in gamified English vocabulary learning is significantly higher than in non-gamified English vocabulary learning. Future research could include various serious games with interdisciplinary cooperation to testify the effect of gamification on English vocabulary learning.

Suggested Citation

  • Zhonggen Yu, 2023. "Learning Outcomes, Motivation, and Satisfaction in Gamified English Vocabulary Learning," SAGE Open, , vol. 13(2), pages 21582440231, April.
    • Handle: RePEc:sae:sagope:v:13:y:2023:i:2:p:21582440231158332
    DOI: 10.1177/21582440231158332
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    References listed on IDEAS

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    1. Terence Govender & Joan Arnedo-Moreno, 2021. "An Analysis of Game Design Elements Used in Digital Game-Based Language Learning," Sustainability, MDPI, vol. 13(12), pages 1-26, June.
    2. Mohsen Ebrahimzadeh, 2017. "Readers, Players, and Watchers: EFL Students’ Vocabulary Acquisition through Digital Video Games," English Language Teaching, Canadian Center of Science and Education, vol. 10(2), pages 1-1, February.
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