The DOI matches its Crossref record.
Playful Learning Game to Improve Vocabulary Acquisition in the English Language
Open accessAbstract
Playful learning has emerged as an effective tool to enhance vocabulary acquisition in English language teaching; this approach allows students to engage actively and meaningfully, promoting the retention and comprehension of new words; this paper explores the impact of educational games on the vocabulary development of beginner and intermediate-level students, analyzing how gamification fosters motivation and autonomous learning; various games, both digital and traditional, implemented in English classrooms are examined, showing that the use of playful resources not only reinforces learning but also reduces anxiety and improves attitudes towards the language; results obtained from case studies and surveys reveal that students involved in playful activities showed significant vocabulary acquisition compared to those following conventional methods; it is concluded that playful learning is not just a complementary tool but an essential strategy to transform the process of teaching English, fostering dynamic, inclusive, and student-centered educational environments.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
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?
In the citing paper
“In this context, both the depth and retention of incidental word learning increase (Chen and Hsu, 2020; Loor and Vivero, 2025; Shahiwala and Rahul, 2025; Rasti-Behbahani and Shahbazi, 2022; Vnucko and Klimova, 2023).”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Loor and Vivero, 2025
In the citing paper
“features such as the use of words in different contexts in digital games and the frequent repetition of visual, auditory, and interactive inputs help learners make healthy form-meaning associations with words.”
From Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety (2026) · cites this paper as Loor and Vivero, 2025
Citations
Cites
Still being checked.
Cited by
Sorted by citations
Akbulut, S., Şimşek, B., Direkci, B., Koparan, B., Gülmez, M., Şimşek, E. E., & Kayır, G. (2026) · Frontiers in Psychology · doi:10.3389/fpsyg.2026.1798613
“In this context, both the depth and retention of incidental word learning increase (Chen and Hsu, 2020; Loor and Vivero, 2025; Shahiwala and Rahul, 2025; Rasti-Behbahani and Shahbazi, 2022; Vnucko and Klimova, 2023).”
Metadata
- Authors
- Loor Gómez, S. K., & Vivero Cedeño, N. J.
- Venue
- Reincisol.
- Publisher
- Luminis Editorial
- Published
- 2025-01-01
- Volume
- 4
- Issue
- 7
- Pages
- 702-717
- ISSN
- 2953-6421 (ISSN-L)
- OpenAlex
- W4407062585
- Cited by
- 2
- References
- 0
- Citations by year
- 2026: 1 · 2025: 1
- FWCI
- 4.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- Reincisol (publishedVersion, cc-by-nc-sa)
- Dialnet (Universidad de la Rioja) (submittedVersion)
- 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
- playful learning, game-based learning, vocabulary acquisition, English as a foreign language, gamification, student motivation, self-directed learning, language anxiety, language attitudes, video games, traditional games, beginner and intermediate learners
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
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: Playful Learning Game to Improve Vocabulary Acquisition in the English Language. https://app.cochat.ai/papers/10.59282/reincisol.v4(7)702-717
- The paper
- Loor Gómez, S. K., & Vivero Cedeño, N. J. (2025). Playful Learning Game to Improve Vocabulary Acquisition in the English Language. Reincisol. https://doi.org/10.59282/reincisol.v4(7)702-717
