Sustaining Vocabulary Acquisition through Computer Game: A Case Study
Open accessAbstract
Learning vocabulary is not easy and it may be very frustrating to some learners. Many approaches have been taken to attract learners to learn new vocabulary. The aim of this case study is to explore how a computer game can be adapted as a learning tool to sustain adult vocabulary learning independently. This study used the existing SIM 3 game as a selected platform to investigate the vocabulary learning among ESL adult learners in an independent learning environment. Three adult ESL learners from different backgrounds participated in this study. Learners were examined on how they learned vocabulary and the learning experiences that helped them to gain new knowledge of English vocabulary while playing the game. A combination of mixed-data methods, including playing session observations, semi-structured interviews, a self-report checklist, pre- and post-tests and vocabulary lists, were used to collect extensive data. The findings show that computer games can be beneficial in sustaining language learning, especially in providing space to learn independently. With enough practice and consistent playing, along with the right objective of using it, a computer game can be utilized as a tool for independent learning to learn new vocabulary.
AI snapshot
Written from the paper’s full text.
TL;DR
This case study explored how the computer game SIM 3 could sustain independent vocabulary learning among three adult ESL learners. It reports vocabulary test gains and positive learner perceptions of motivation and independent learning, concluding that computer games can serve as self-study tools when learners set their own goals.
Key findings
- Vocabulary test scores improved from pre-test to post-test: PA 53.33% to 86.66% (+33.33), PB 33.33% to 63.33% (+30.00), and PC 53.33% to 76.66% (+23.33).
- Participants recorded new vocabulary in vocabulary lists: PA recorded 130 new words, PB recorded 100, and PC recorded 110; the summary states an average of 116.66 words learned per individual, while Table 1 lists PC as having learned 120 new words.
- The study reports three major themes: vocabulary learning, motivation, and the independent learning environment. Participants valued freedom and control, lack of teacher/syllabus/exam pressure, and used strategies such as guessing from context, asking people nearby, online dictionaries, Google Translation, and vocabulary lists.
- The text states all participants spent three times a week, about 2 hours per session playing the game; Table 1 lists 1–2 hours per session for PA and PB and “<> 1 hour per session” for PC.
Methods
- Qualitative case study using purposeful sampling: three adult ESL learners aged 22–30 with low English proficiency (MUET Band 2) from different backgrounds; they used SIM 3 for two months.
- Data collection included semi-structured interviews conducted twice, observations three times per participant, self-report checklists completed each time they played, pre- and post-vocabulary tests, and vocabulary lists.
- The pre- and post-tests consisted of 30 multiple-choice vocabulary questions chosen randomly from the game, including nouns, verbs, and adjectives; participants had 30 minutes to answer. Thematic analysis identified themes and sub-themes.
Limitations
- The paper does not state a limitations section.
- Evident from the text: the sample is very small (three adult ESL learners), with no control or comparison group, and findings rely on self-report checklists, interviews, observations, and vocabulary lists.
- Evident from the text: word-count reporting is inconsistent (average 116.66 vs. PA 130/PB 100/PC 110 vs. Table 1 listing PC as 120), and the authors state that “the flow of vocabulary learning and evaluation of the learning process will not be discussed in this paper.”
Model-written summary. Check it against the paper before relying on it.
Integrity signals
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Cites
Statistics
Claims the paper makes
0 of 7 cited sources checked · 0 supported · 0 flagged
- Findingown data
The participants' aim in using English motivated them to learn vocabulary.
“Another important factor that motivated them to learn vocabulary was their aim in using English.”
Quote in the paperNot a substantial claim- Rests on an assumption: The participants' self-reports and interview responses accurately reflect their learning experiences and attitudes.
- Findingown data
On average 116.66 words were learned by each individual by the end of the study.
“On average 116.66 words were learned by each individual reported by the end of the study.”
Quote in the paperSubstantial claim - Findingown data
Participant B recorded 100 new words in his vocabulary list.
“From the list, PA recorded 130 new words, PB recorded 100 new words and PC recorded 110 new words.”
Quote in the paperNot a substantial claim - Findingown data
Participant C recorded 110 new words in his vocabulary list.
“From the list, PA recorded 130 new words, PB recorded 100 new words and PC recorded 110 new words.”
Quote in the paperNot a substantial claim - Findingown data
Adult learners in this study used various learning strategies according to their needs.
“The findings show that adult learners in this study used various learning strategies according to their needs.”
Quote in the paperSubstantial claim
- Findingown data
Encountering new words in the game that can be used outside the game motivated the participants to play and learn English.
“Encountering new words in the game, which can be used outside the game, is one of the factors which motivated them to play the game as well as to learn English.”
Quote in the paperSubstantial claim- Rests on an assumption: The participants' self-reports and interview responses accurately reflect their learning experiences and attitudes.
- Findingown data
Participant A recorded 130 new words in his vocabulary list.
“From the list, PA recorded 130 new words, PB recorded 100 new words and PC recorded 110 new words.”
Quote in the paperNot a substantial claim - Findingown data
The lack of teacher control and absence of syllabus restraint encouraged the participants to be independent learners.
“When asked about the freedom, all of them indicated that the lack of teacher control and the ability to learn without any restraint from the syllabus encouraged them to be independent.”
Quote in the paperSubstantial claim- Rests on an assumption: The participants' self-reports and interview responses accurately reflect their learning experiences and attitudes.
- Findingown data
The three participants enjoyed freedom and control over what they did and learned in the game.
“The findings showed that the three participants enjoyed the freedom and control over what they did and what they learned.”
Quote in the paperSubstantial claim- Rests on an assumption: The participants' self-reports and interview responses accurately reflect their learning experiences and attitudes.
- Findingown data
All participants reported that SIM 3 can be useful as a self-study tool because it can turn adult learners into independent learners.
“From interview questions and the self-report check lists, all participants reported that the computer game SIM 3 can be useful as a self-study tool because it has the capacity to turn these adult learners into independent learners.”
Quote in the paperSubstantial claim- Rests on an assumption: The participants' self-reports and interview responses accurately reflect their learning experiences and attitudes.
- Interpretationown data
Frequent and repeated contact with new English words in the game made learning vocabulary easier for the participants.
“Frequent and repeated contact with new English words in the game appeared to make learning vocabulary easier for them, as they had the chance to review what they had learned before.”
Quote in the paperSubstantial claim- Rests on an assumption: SIM 3 provides an authentic language-learning environment with English vocabulary in meaningful contexts.
- Premisecitation
Computer games can provide a language-learning environment suitable for improving English.
“Computer games, for example, might be a suitable tool to improve English language as it provides language learning environment (Mich. et.al, 2004) .”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Mich. et.al, 2004
Not checked in the free run.
- Premisecitation
Computer games can generate motivation and pleasure for learners because they contain learning materials.
“Furthermore, computer games can generate motivation and pleasure for learners as they are loaded with learning materials that learners can attempt (Chee Siang Ang & Zaphiris, 2006)”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Chee Siang Ang & Zaphiris, 2006
Not checked in the free run.
- Interpretationown data
When there is no pressure from teachers, adult learners are able to learn on their own.
“Furthermore, when there is no pressure from teachers, especially adult learners, they are able to learn on their own.”
Quote in the paperSubstantial claim- Rests on an assumption: The observed vocabulary gains and independent-learning outcomes were caused by playing SIM 3 rather than other factors.
- Premisecitation
Computer games provide motivational tasks that help sustain learning effort.
“Computer games also provide motivational tasks (Stephenson & Rumley, 2005) that help sustain the learning effort as users are actively engaged in meaningful tasks.”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Stephenson & Rumley, 2005
Not checked in the free run.
- May combine two claims. 7
- The quote only partly states this claim. 2
- Classified as probably not a substantial claim. 4
May combine two claims.
Findingown dataThe most frequent learning strategies used by the participants were guessing meanings from context, consulting people around them, and searching online dictionaries.
“However, the most frequent learning strategies used were guessing the meanings of the words based on the context, consulting people around them for the meanings of difficult words, and searching for meanings in online dictionaries.”
Quote in the paperSubstantial claimMay combine two claims.
Findingown dataThe participants used vocabulary lists to note down difficult words and tried to remember words by applying them in different contexts in the game.
“They also used vocabulary lists to note down difficult words and tried to remember the words by applying the words in different contexts in the game as they played.”
Quote in the paperNot a substantial claimMay combine two claims.
Findingown dataThe three participants were satisfied with this type of learning and reported that it taught them to be independent learners.
“The three participants responded in the interview that they were satisfied with this type of learning which taught them to be independent learners.”
Quote in the paperSubstantial claim- Rests on an assumption: The participants' self-reports and interview responses accurately reflect their learning experiences and attitudes.
The quote only partly states this claim.
Findingown dataThe vocabulary test scores of the three adult ESL participants increased after playing SIM 3 for two months.
“Generally, the vocabulary level of the three participants increased after using the computer game SIM 3 to practise their English.”
- Also stated in: § i. Vocabulary learning · plain
“Table 2. Participants' test scores Participants Pre-test Post-test Increased Marks PA 53.33% 86.66% 33.33 PB 33.33% 63.33% 30.00 PC 53.33% 76.66% 23.33”
Quote in the paperSubstantial claim- Also stated in: § i. Vocabulary learning · plain
Probably not a substantial claim: may not pass S2 (checkable).
PremisecitationComputer games and Digital Game-Based Learning (DGBL) might be appropriate self-study tools in language learning.
“Besides, computer games and Digital Game-Based Learning (DGBL) might play the role of an appropriate self-study tool in the language learning process (Gee, 2005).”
Quote in the paperNot a substantial claim0 of 1 sources checked- cites Gee, 2005
Not checked in the free run.
May combine two claims.
InterpretationreasoningThe participants were able to remember and use the new English words in real-life situations outside the game context.
“Not only do learners learn new words, but they are also able to remember and use them in real life situations (outside the game context).”
Quote in the paperSubstantial claim- Rests on an assumption: The participants' self-reports and interview responses accurately reflect their learning experiences and attitudes.
Classified as probably not a substantial claim.
InterpretationreasoningSelf-study tools like computer games can be used to help adult learners learn independently.
“Self-study tools, like computer games, can be used to help them learn independently.”
Quote in the paperSubstantial claim- Rests on an assumption: The observed vocabulary gains and independent-learning outcomes were caused by playing SIM 3 rather than other factors.
Probably not a substantial claim: may not pass S2 (checkable).
InterpretationreasoningLearners must have objectives for learning for learning to take place.
“Another crucial point is that learners must have objectives for learning for the learning to take place.”
Quote in the paperNot a substantial claimThe quote only partly states this claim.
Interpretationown dataThe three participants learned English vocabulary in a meaningful context while playing SIM 3.
“The three participants also learned English vocabulary in a meaningful context.”
Quote in the paperSubstantial claim- Rests on an assumption: SIM 3 provides an authentic language-learning environment with English vocabulary in meaningful contexts.
May combine two claims.
PremisecitationVocabulary knowledge is directly related to L2 proficiency and fluency.
“According to Barcoft (2004), the ability to use language fluently and grammatically correctly is directly related to knowledge of vocabulary that is built up over time and depends, on exposure to large amounts of language.”
- Also stated in: § 1. Introduction · plain
“Meara (1996) added that 'vocabulary competency contributes greatly to second language (L2) proficiency'.”
Quote in the paperSubstantial claim0 of 2 sources checked- cites Barcoft (2004)
Not checked in the free run.
- cites Meara (1996)
Not checked in the free run.
- Also stated in: § 1. Introduction · plain
Probably not a substantial claim: may not pass S2 (checkable), S4 (based).
InterpretationreasoningLearning without objectives can be meaningless.
“Learning without objectives can be meaningless.”
Quote in the paperNot a substantial claimMay combine two claims.
PremisecitationAdult learners have different responsibilities and limited time, so they need self-study tools to learn a language without participating in language classes.
“As adults have different responsibilities and limited time, they need some self-study tools to learn a language on their own without participating in language classes (Merriam, 2000).”
Quote in the paperSubstantial claim0 of 1 sources checked- cites Merriam, 2000
Not checked in the free run.
May combine two claims.
Interpretationown dataComputer games can be a tool for self-study and create an independent learning environment.
“The findings from this study show that computer games can be a tool for self-study and create an IL environment.”
Quote in the paperSubstantial claim- Rests on an assumption: The observed vocabulary gains and independent-learning outcomes were caused by playing SIM 3 rather than other factors.
The paper relies on this without support.
The vocabulary test scores and vocabulary lists accurately measure the participants' vocabulary learning.
“The pre-and post-tests were to examine how much vocabulary learning had taken place while they played the game.”
“This can be seen in their vocabulary lists.”
The paper relies on this without support.
The observed vocabulary gains and independent-learning outcomes were caused by playing SIM 3 rather than other factors.
“Generally, the vocabulary level of the three participants increased after using the computer game SIM 3 to practise their English.”
“The findings from this study show that computer games can be a tool for self-study and create an IL environment.”
The paper relies on this without support.
The participants' self-reports and interview responses accurately reflect their learning experiences and attitudes.
“From interview questions and the self-report check lists, all participants reported that the computer game SIM 3 can be useful as a self-study tool because it has the capacity to turn these adult learners into independent learners.”
“The three participants responded in the interview that they were satisfied with this type of learning which taught them to be independent learners.”
The paper relies on this without support.
SIM 3 provides an authentic language-learning environment with English vocabulary in meaningful contexts.
“The language used in all conversations and instructions in this game is English, and it is packed with English words in different meaningful contexts that create an authentic language-learning environment.”
The paper relies on this without support.
Motivation contributes to effective vocabulary learning in any learning environment.
“Motivation is the other factor that contributes to the effective learning of vocabulary in any learning environment.”
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?
Games often encourage learners to further understand words by giving different situations using the same words, and they can provide learners with enough repetition and frequencies of occurrences of the target vocabulary.
“This is so because games often encourage learners to further understand the words by giving different situations using the same words [68], and they can provide learners with enough repetition and frequencies of occurrences of the target vocabulary [43].”
From The Effect of Multiplayer Video Games on Incidental and Intentional L2 Vocabulary Learning: The Case of Among Us (2021) · cites this paper as [68]
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- Authors
- Bakar, N. A., & Nosratirad, E.
- Affiliations
- National University of Malaysia (MY)
- Venue
- Asian Social Science
- Published
- 2013-04-27
- Volume
- 9
- Issue
- 5
- ISSN
- 1911-2017 (ISSN-L)
- 1911-2025
- OpenAlex
- W2105979213
- Semantic Scholar
- b64f6d5dcf18bc201649d43adeeb3b2b8078fca3
- Cited by
- 36
- References
- 29
- Citations by year
- 2026: 3 · 2025: 2 · 2023: 4 · 2022: 3 · 2021: 5 · 2020: 3 · 2019: 2 · 2018: 4 · 2017: 1 · 2016: 4 · 2015: 4 · 2014: 1
- FWCI
- 6.20
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- cc-by
- Locations
- Asian Social Science (publishedVersion, cc-by)
- 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
- vocabulary acquisition, video games, game-based learning, adult ESL learners, independent language learning, English as a second language, game-based language learning
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.
Claims read by deepseek-v4.1-flash under definition version 3 (extract-v3) on 2026-10-08.
Classified by jev-1.13-20260917 (gold-guideline-v0.2) on 2026-10-08.
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 ›
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