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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.
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“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
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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
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