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The Effect of a Gamified Mobile Learning Environment on Vocabulary Learning and Retention among EFL Students | ||
| Interdisciplinary Studies in English Language Teaching | ||
| دوره 5، شماره 1 - شماره پیاپی 9، 2027، صفحه 76-89 اصل مقاله (412.05 K) | ||
| نوع مقاله: Original Article | ||
| شناسه دیجیتال (DOI): 10.22080/iselt.2026.32041.1199 | ||
| نویسندگان | ||
| Mohsen Bagheri* 1؛ Ali Shahsavan2؛ Sirus Mansoori3 | ||
| 1Associate Professor, Educational Science Department, Arak University, Arak, Iran | ||
| 2New Educational Technology Center, Arak University, Arak, Iran | ||
| 3Associate Professor, Educational Science Department, Arak University, Arak, | ||
| تاریخ دریافت: 16 خرداد 1405، تاریخ بازنگری: 14 شهریور 1405، تاریخ پذیرش: 18 شهریور 1405 | ||
| چکیده | ||
| This research was carried out to examine how gamified mobile learning environment influences both the acquisition and long-term retention of vocabulary among university students. The study employed a quasi-experimental design featuring a pretest and posttest alongside a control group. The participants were 34 students from the educational sciences department at Arak University, selected through convenience sampling and randomly divided into an experimental group and a control group. The experimental group received vocabulary instruction through a researcher-developed gamified mobile learning environment, TabTest, which incorporated interactive learning materials, immediate feedback, progress monitoring, points, leaderboards, and course-based competitions, whereas the control group received conventional classroom instruction A researcher-developed test containing 30 questions was used to measure the students' vocabulary of specialized academic texts. The results of an analysis of covariance (ANCOVA) at the 0.05 significance level revealed that gamified mobile learning environment had a meaningful positive effect on both vocabulary learning and retention. After accounting for the pretest scores, significant differences were observed between the experimental and control groups regarding both learning and retention. Additionally, paired-samples t-test results showed that while both groups made progress from the pretest to the posttest and retention test, the improvement in the experimental group was significantly greater. These findings indicate that the incorporation of gamification elements not only enhances immediate vocabulary learning outcomes, but also supports the preservation of learning over time. | ||
| کلیدواژهها | ||
| Gamification؛ Game-Based Learning؛ English Language Learning؛ Retention | ||
| مراجع | ||
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