Vocabulary Learning in Gaming

One of the most prominent studies in DGBLL is dedicated to the acquisition of vocabulary in second language learning (Hwang & Wu, 2012). According to Hung et al’s (2018) meta-analysis of 50 studies collected in DGBLL, a large body of the literature typically focused more on the area of vocabulary learning than any other language learning skills (grammar, speaking, writing, etc). While many of these empirical studies reported on positive gains in terms of L2 vocabulary learning, some still reveal negative and mixed results (Sundqvist & Wikström, 2015; deHaan, Reed,

& Kuwada, 2010). Due to this phenomenon, some researchers would adopt a meta-analysis method in their studies to discover the varying factors of this issue (Chen,

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Tseng, & Hsiao, 2018). Tsai and Tsai (2018) provided a review on 26 published studies in DGBLL and suggested that there are moderator variables which place significant effects on the outcomes in vocabulary learning. These variables include game type and assessment type and will be specifically reviewed in the following section.

Game type refers to the drill-and-practice types of games that provide

exposure of words to players through multiple texts. Franciosi, Yagi, Tomoshige and Ye (2016) conducted a quasi-experimental study on Japanese EFL undergraduates to explore whether a simulation game can facilitate long term vocabulary retention. Two classes from a university were divided into the treatment group and control group.

The treatment group was instructed to use an online vocabulary learning application, Quizlet, for 40 minutes followed by a simulation game called 3^rd World Farmer for the rest of the class (50 minutes). The control group were told to only use Quizlet during the class period. The participants were given the posttest a week later, followed by a delayed posttest 11 weeks later.

Results revealed that the treatment group performed slightly better than the control group in both the posttest and delayed posttest. Albeit there was only a significant difference in the delayed posttest, the researchers proposed that a

simulation gameplay helped enhance the long-term retention of learners’ vocabulary knowledge. These results showed that the treatment administered in the classroom elicited positive results in the learners, though further discussion is needed in

investigating whether similar results can be elicited outside of the classroom context in future studies.

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Yen, Chen and Huang (2016) designed both a qualitative and quantitative study on EFL learners’ vocabulary learning through a mobile game-based application.

The mobile app was specifically developed for learning English vocabulary with game related functions which may be enabled or disabled at will. Twenty sophomore students who took part in the study and were randomly assigned into the experimental group, in which students were to use the app with the game related functions, or the control group where students can only experience the drill practices as game related functions were removed. A pretest was carried out before the ongoing four-week treatment that was then followed by an immediate posttest. The delayed posttest was given after a fortnight to evaluate the students’ vocabulary retention.

The results from the data showed that both groups were able to benefit from the treatment, with the experimental group achieving a significantly higher score than that of the control group in both the post and delayed posttest. Moreover, the

qualitative data from the questionnaire revealed that the students perceived the game function in the mobile vocabulary learning app to be effective and satisfactory. The findings thus suggest that drill practice alone might not be as effective without gaming qualities when it comes to learning new vocabulary in a target language.

To confirm the correlation of the usage behaviours of the students in the experimental group and their learning outcomes, a Pearson correlation analysis was conducted. The study found that significant positive correlations existed among vocabulary acquisition and several usage behaviours including the use of time, total click times and gamified assessment. Furthermore, a significant negative correlation was found between vocabulary acquisition and traditional assessment as well. Both qualitative and quantitative results deemed that the gaming elements in the vocabulary

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learning app can positively influence learners’ performance, as well as generating a positive perception to adopting it as a learning tool.

Assessment types refers to tests which examine language learner’s

passive/receptive or active/productive word knowledge (Laufer & Paribakht, 1998).

Tsai and Tsai’s (2018) meta-analytical study referred to assessment type as being one of the significant moderator variables when it comes to DGBLL studies. Researchers have argued that when measuring word knowledge, learners’ performance was better facilitated when it comes to active processing of word knowledge than passive

processing (Hwang & Wang, 2016; Sandberg, Maris, & Hoogendoorn, 2014). Hwang and Wang (2016) adopted two different assessment strategies in a role-playing game in their study– a “multiple-choice guiding strategy” and a “cloze guiding strategy.”

Fifty sixth graders from two classes in an elementary school in Taipei participated in the study. One class of students (N=23) played the game with multiple-choice guiding instructions while the other with cloze guiding instructions. Two English achievement tests, including ten selection and ten fill-in-the-blank question items were used as pre- and posttest to examine the students’ improvements after the treatment. A cognitive load questionnaire and an in-depth interview were employed with three selected students, namely low, medium, and high level in terms of their learning achievement.

Results from the study revealed that students who played the game with a cloze guiding strategy outperformed those with the multiple-choice guiding strategy.

The researchers further noted that data collected from the questionnaire and interview that students in the cloze group indicate that the tasks in the game were challenging to complete. Moreover, the cloze task required players to review the learning content if they failed to answer the learning tasks, a sequence in which the multiple-choice group could avert as they would only need to guess another answer until they got it

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correct. The cloze task stimulates learners to explore the context within the game to complete it. This explorative process demands learners to revert back and rethink different strategies to solve the learning tasks, a concept of “reflective practice” which helps heighten learners’ engagement that then facilitates deeper learning (Gee, 2007, pp 90-91).

The cloze group’s perceptions tended to review the context of the game more thoroughly than those of the multiple-choice group. The cloze group also engaged in deeper cognitive processing of the information, thus leading them to learning the content of the game. The aforementioned studies have highlighted the opportunities and potentials that digital gaming may have on influencing and enhancing learners’

vocabulary knowledge, a trend that would see much growth in studies concerning DGBLL.