CoChat
Sign Up
Cited by 375Educational Games and GamificationSecond Language Acquisition and LearningEFL/ESL Teaching and Learning

The DOI matches its Crossref record; 62 of the 62 references it cites were found in a registry or an index.

Digital game-based vocabulary learning: where are we and where are we going?

Zou, Di, Huang, Yan, Xie, Haoran·2021·Computer Assisted Language Learning
DOI 10.1080/09588221.2019.1640745
Open this paper in CoChat — free account

Abstract

Given the importance of word knowledge for second language acquisition, there is always a need for effective word-learning approaches from language learners. With the rapid development of educational technologies, game-based learning is emerging into a field with considerable potential, within which, digital game-based vocabulary learning has accrued increasing attention from language learners, educators and researchers. The present research reviews studies on digital game-based vocabulary learning from five perspectives: a general overview of published studies, digital games for vocabulary learning, theoretical frameworks, research issues and findings, and implications. Using specific criteria for article selection, 21 publications in SSCI journals were finalized for the systematic review. Findings revealed 10 types of digital games dominate the field, and these generally demonstrate positive effects in promoting short-term and long-term vocabulary learning, facilitating reading and listening comprehension, increasing motivation and engagement, decreasing anxiety and fostering interactions among learners. These findings further render implications that are meaningful for vocabulary learning and game design.

Overview

Integrity signals

Registry

Crossref · 10.1080/09588221.2019.1640745

Cites

62 of 62 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 62 references

Research works printed but not linked: 8

  1. Criswell C, 2009, Teaching Music, 16, 24
  2. Gardner R. C, 2007, Porta Linguarum, 8, 9
  3. Schmidt R. W, 2010, Proceedings of CLaSIC 2010, 721
  4. Franciosi S. J, 2017, Journal of Educational Technology & Society, 20, 123
  5. Pan W. F, 2017, Educational Technology & Society, 20, 188
  6. Wei C. W., 2018, Journal of Educational Technology & Society, 21
  7. Wu T. T., 2017, Educational Technology & Society, 20, 265
  8. Young S. S. C., 2014, Educational Technology & Society, 17, 239

Cited by

Sorted by citations

Items 101–200 of 375

Related

See all

Metadata

Authors
Zou, D., Huang, Y., & Xie, H.
Affiliations
Education University of Hong Kong (HK)
Corresponding author
Xie, Haoran
ORCID
Venue
Computer Assisted Language Learning
Publisher
Informa UK Limited
Published
2019-07-25
Volume
34
Issue
5-6
Pages
751-777
ISSN
  • 0958-8221 (ISSN-L)
  • 1744-3210
DOI
10.1080/09588221.2019.1640745
OpenAlex
W2963587667
Semantic Scholar
d36c3dfc1a93c055a01934ba4f0e99b42cbde66e
Cited by
329
References
62
Citations by year
2026: 44 · 2025: 60 · 2024: 55 · 2023: 68 · 2022: 39 · 2021: 34 · 2020: 28 · 2019: 1
FWCI
46.35
Type
journal article
Language
en
Open access
closed
Locations
Computer Assisted Language Learning (publishedVersion)
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Keywords
digital game-based learning, vocabulary acquisition, second language acquisition, game-based learning, game design, student motivation, student engagement, anxiety, reading comprehension, listening comprehension, vocabulary knowledge

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review