The Effects of Mobile Gamified Vocabulary Learning on Low Achievers’ Learning Performance, Motivation and Perception in Tertiary Education

Abstract

Previous studies have shown that mobile gamified learning has merits in facilitating learners’ vocabulary acquisition. However, the extent to which this learning mode influences low achievers’ vocabulary learning in higher education has not been thoroughly explored. This study aims to investigate the effects of using a mobile gamified learning tool (Quizlet) on low achievers’ vocabulary acquisition and intrinsic motivation in tertiary education, as well as their perception of the mobile gamified learning mode. An intact class of 30 skilled students with a low-proficiency level in English was recruited. The students participated in an 8-week mobile gamified vocabulary learning task, in which they learned 35 taught vocabulary words via Quizlet outside the classroom on their own each week. Pre-test, post-test, delayed-posttest, a survey, and a focus group interview were conducted to collect research data. The results showed that students’ vocabulary retention in productive and receptive sections was higher in the post-test than in the pre-test. Although their vocabulary retention in the delayed post-test slightly decreased, they still retained a certain degree of the target words. The survey results revealed that the mobile gamified vocabulary learning mode enhanced their intrinsic motivation for vocabulary learning. Finally, according to the findings from the interview, the students provided more positive feedback (e.g., various learning games, ubiquitous learning, immediate learning feedback, and clear user interface) than negative feedback (e.g., easy distraction, eye tiredness, and no offline version) on the mobile gamified vocabulary learning mode. Pedagogical implications for improving vocabulary learning and motivation in a mobile gamified learning environment for low-proficient learners were discussed in the study.

Keywords

mobile gamified vocabulary learning, learning performance, motivation, low achievers