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During the last decade, vocabulary learning has gradually moved from paper-based to digital flashcards. The elements of gamified learning seem to have brought some distinctive excitement into learning English words, which is commonly perceived as tedious and repetitive. However, gamified vocabulary learning has mostly been conducted in-class, while...
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... and Mallery (2003) suggest that the values between -2 and +2 indicate normal distribution. As displayed in Table 4 below, all the values of Skewness and Kurtosis of the students' pre-test, average before and after Quizlet, and post-test scores fall within the suggested range. The data were, then, continued with parametric tests. ...Citations
... In nursing education, IRS tools enhance participation, attention, and student confidence (Hsu et al., 2024). For beginner-level English learners, IRS tools significantly contribute to vocabulary acquisition, demonstrating their effectiveness in supporting specific learning goals (Waluyo & Bucol, 2021). ...
... A structured questionnaire was developed to investigate students' perceptions of IRSs in entirely virtual English classrooms. The instrument comprised 15 items, targeting dimensions observed in previous relevant studies of IRSs (Altawalbeh et al., 2023;Alviar & Gamorez, 2022;Anggoro & Pratiwi, 2023;Waluyo & Bucol, 2021). Gender, English proficiency, and frequency of IRS use were included in the demographic section of the survey to explore their potential influence on nuanced perceptions, as explained earlier in this article, in the literature review. ...
... English proficiency also emerged as a significant factor that influenced the perceived benefits of IRS tools. This aligns with Waluyo and Bucol's (2021) study, in which beginner-level learners achieved gains in vocabulary and confidence through IRS use. It also aligns with the findings of Anggoro and Pratiwi (2023), who studied IRS in face-to-face settings and found that beginner and intermediate English learners had significantly different perceptions of IRS in English classes. ...
This study examines Thai university students’ perceptions of Interactive Response Systems (IRSs) in fully online English instruction, addressing the limited research on their use in virtual classrooms. A mixed-method approach, involving surveys and interviews with 289 participants, revealed generally positive perceptions of IRSs as tools that enhance engagement, motivation, and goal achievement. Female students reported higher satisfaction and comprehension, while frequent users experienced stronger engagement and learning outcomes. Students with a preference for English expressed more favorable views of IRSs, particularly in aiding comprehension and achieving learning goals. However, challenges such as technical issues, pacing, and consistent implementation were highlighted, particularly by less frequent users. By focusing on IRSs in fully virtual environments, this study contributes to the under-explored area of IRS applications in online English instruction.
... A recent study investigated the impact of online gamified on students' motivation (Kim, 2021;Mikašytė, 2018;Vagianou, 2021;Waluyo, 2021;Zainuddin, 2018). The impact of online gamified on academic achievement (H. ...
Background: Gamified instruction is a challenging solution to problems in students’ vocabulary and motivation in rural areas like South Nias. This study aims to determine the effect of gamified instruction on students’ vocabulary ability and motivation. Methodology: The aims of this study were achieved by implementing a mixed research method (qualitative and quantitative). The experimental research design was used to determine the effect of treatment on vocabulary ability; however, a questionnaire and semi-structured interview were delivered to the experimental students. The sample of this study is 60 students. Findings: After analyzing the data, it is shown that the experimental group positively affects students’ motivation. The control group has a higher motivation but is not significant in their vocabulary achievement. In addition to that significant effect on experimental vocabulary achievement. Gamified instruction can be concluded as an efficient strategy to achieve learning goals. Conclusion: Gamified instruction can be an alternative solution for English teachers to improve student vocabulary and motivation to learn English as a foreign language. Originality: Most of the current studies focus on online media (platforms) and less research investigates vocabulary and students' motivation.
... For younger learners, techniques like questioning and emphasizing polysemous words promote vocabulary growth and reduce errors (Chouinard et al., 2007). Gamified tools, such as Quizlet, enhance motivation and improve learning outcomes, particularly for low-proficiency students (Waluyo & Bucol, 2021;Sadeghi et al., 2022). Similarly, AR-based platforms like VocabulARy improve retention by using visual aids and interactive features (Weerasinghe et al., 2022). ...
The present study is an attempt to explore the use of memory strategies in vocabulary acquisition among high school students, with a focus on applying Dual Coding Theory and Gestalt Psychology Theory to have a detailed analysis and evidence-based recommendations. Through a questionnaire survey administered to high school students, this study shows the prevalence and effectiveness of various memory strategies. The findings reveal that contextual, phonetic and repetition strategy are the most popular strategies, while the keyword strategy is less frequently adopted. In light of these results, this study also offers practical suggestions for optimizing the implementation of memory strategies, strengthening teacher training and promoting student autonomy. What’s more, this study highlights the importance of tailoring memory strategies to meet students’ specific needs and underscores the trend for ongoing innovation of memory strategies to enhance students’ overall language proficiency.
... Educators have attempted to develop and conduct learner training to enhance the independent use of online English learning resources and tools (e.g., Lai et al., 2016;Rashid et al., 2021;Cunningham et al., 2019). The training was developed and conducted to improve English learning skills in various areas such as English listening skills (e.g., Romeo & Hubbard, 2011), English writing skills (e.g., Cunningham et al., 2019;Rashid et al., 2021), and English vocabulary knowledge e.g., Enayati & Gilakjani, 2020;Waluyo & Bucol, 2021). However, few studies have focused on training learners to use technology for self-directed learning in online English reading (e.g., Lai et al., 2016), even though English reading is an essential skill for learning in this information age. ...
This research studied self-directed learning in online English reading of seven secondary school students who attended a ten-week Computer-Assisted Language Learning (CALL) learner training. The CALL learner training was sequenced using Knowles’s (1975) six steps of self-directed learning, which were setting climate, analyzing needs, setting goals, choosing materials, using strategies, and evaluating the outcomes. Each training session covered three components: pedagogical, strategic, and technical training. The training was conducted over ten weeks and included three required sessions and seven optional consultation sessions. During the training, the learners conducted three weeks of self-learning independently. Three sources of qualitative data, including learners’ learning logs, consultation recordings, and interviews, were used to examine the development of learners’ self-directed learning throughout the training. Overall, all participants showed improvement in their self-directed learning in online English reading after the training. However, goal setting and material selection seemed to be the main challenges for most participants. The findings suggested that more research on using CALL learner training should introduce more technology for different online reading tasks since the current study only presented limited tools.
... Notably, earlier studies primarily focused on general vocabulary acquisition and utilized gamification tools either in traditional classroom environments (Thiagarajah, 2022) or through specific applications used at home (Waluyo, Leal, 2021). In contrast, the current study employed communicative, situational, and role-playing games, which suggests that varying types of games and learning contexts can significantly contribute to the vocabulary development of engineering students. ...
... (Zadeja & Bushati, 2022) It also revealed that gamification elements in online quizzes can increase students' interest in learning. (Waluyo & Bucol, 2021) Additionally, online quizzes can help improve language skills through repeated practice and consistent feedback. ...
This research investigates the impact of online quizzes on student engagement and learning outcomes in English courses at an Islamic university in Jambi. Utilizing a quantitative approach and survey design, the research employed a questionnaire with 20 positive statements across four themes: ease of use, interactivity and engagement, learning effectiveness, and user satisfaction. The sample consisted of 150 students who completed the survey. Results revealed that 80% of respondents expressed positive feedback across all themes. Students reported that online quizzes are easy to use, engaging, and effective in enhancing their understanding and retention of course material. The interactive features, such as instant feedback and gamification, were particularly appreciated for maintaining motivation. Overall, the high level of student satisfaction highlights the effectiveness of online quizzes as a supplementary educational tool. These findings suggest that integrating online quizzes into the curriculum can significantly improve student engagement and learning outcomes. The research underscores the broader potential of educational technology in transforming learning experiences and emphasizes the need for continuous refinement and innovation in digital learning tools.
... Although the effect of gamification apps on vocabulary may not be as high as that of Artificial Intelligence, there is still an improvement in vocabulary. This result is also appropriate to the study of (Waluyo & Bucol, 2021;Bueno-Alastuey & Nemeth, 2022;Cárdenas-Moncada et al., 2020;Weissheimer et al., 2019;Sirait & Kharisma, 2024;Yu, 2023;Yunus & Hua, 2021) in which the use of gamification on the vocabulary instructional procedures was found to have an improvement in as specific challenges dealing with gaining new words making it worth to include such enhancement in the words learning process. The underlying factor across this research which explains the similarities with this study's findings is the application of gamification to augment motivation, engagement, and learner autonomy. ...
Generation Z students are increasingly adopting gamification in language learning, often enhanced by Artificial Intelligence (AI). Gamified language learning applications are touted for their ability to improve vocabulary acquisition effectively. This study aimed to evaluate the efficacy of AI-assisted gamification in vocabulary learning among Generation Z students in Semarang, Indonesia. A descriptive cross-sectional survey design was employed, involving 400 participants. Data were collected via questionnaires and analyzed using Structural Equation Modeling (SEM) to identify the effectiveness of gamified applications and their components in vocabulary acquisition. The findings revealed that gamified vocabulary instruction using AI-assisted applications is highly effective. Specifically, AI applications demonstrated rapid impacts on learning outcomes, while gamified computer software required less sustained effort. However, the synergistic use of both technologies showed no significant additional improvement in learning outcomes. Key gamification elements such as avatars, badges, points, leaderboards, feedback, and storytelling were analyzed. Among these, game components, including avatars and badges, had the strongest influence on vocabulary acquisition. The study underscores the effectiveness of gamified applications in vocabulary learning among Generation Z, with a particular emphasis on the contribution of AI. While both AI and gamification independently enhance learning, their combined use does not yield a noticeable synergistic effect. The prominent role of game components suggests their prioritization in designing gamified educational tools. AI-assisted gamified language learning applications are effective for vocabulary acquisition, with game components playing a pivotal role. Future research should explore the long-term implications of integrating AI and gamification for sustained learning outcomes.
... Over the past decade, there has been a growing interest in studying the integration of gamification apps into English teaching and learning, as digital gamification has been argued to be a fun and enjoyable way to support English learning both inside and outside the classroom and for low and high proficiency learners [1,2]. Recent studies have reviewed the positive effects of gamification on English learning, including enjoyment, engagement, motivation, and satisfaction [3]. ...
Despite the growing interest in the use of gamification applications in English language teaching and learning, research on the effectiveness of gamified grammar learning compared to conventional methods and its impact on students' learning enjoyment in the Thai higher education context remains limited. This study employed a quasi-experimental research design and a sequential mixed-methods explanatory design to investigate the learning outcomes and factors that contribute to students' learning enjoyment in a gamified English grammar class. The study involved 52 first-year Liberal Arts and Management students aged 18-20 with A1-A2 CEFR levels. The quantitative data were analyzed using descriptive statistics and Wilcoxon tests, while the qualitative data were examined through thematic analysis. The results showed that gamified grammar learning (Z = 4.32, p < 0.001) is more effective than traditional learning approaches (Z = 4.49, p < 0.001), leading to better learning outcomes, and five themes that contributed to the students' learning enjoyment in a gamified English grammar class were identified. The findings suggest that integrating gamification into English grammar classes could provide an engaging and motivating learning environment that enhances learning outcomes. Future research could expand on these findings by investigating other outcomes and comparing the effectiveness of different gamification applications.
... In some studies, for example, only the gamified modes of Quizlet were used (e.g. Shadrina, Korneeva & Kabanova, 2024;Senior, 2022;Waluyo & Leal, 2021). Add to this, there are some limitations related to the application itself, as some modes are not supported by smart phones and they operate only on PCs (i.e., Spell, Blast and Live). ...
... Some researchers who utilized Quizlet in their studies solely depended on this feature to enhance their students' vocabulary knowledge, thus suggesting that game-based learning can significantly boost motivation and retention (e.g. Kayra, 2024;He, Wen & Yang, 2023;Makhovych, 2023;Sadeghi, Saglik, Mede, Samur & Comert, 2022;Waluyo & Leal, 2021). ...
... Research by Chen et al. (2019), Sanosi (2018), and Waluyo & Bucol (2021) supports the advantages of gamification in vocabulary acquisition, demonstrating enhanced learning outcomes. Nevertheless, it is crucial to recognize that exclusive reliance on digital tools may not fully stimulate the cognitive processes essential for optimal vocabulary retention, as noted in studies by Barcroft (2015) and Webb and Nation (2017). ...
Introduction: A lack of vocabulary poses a major barrier to mastering English, often leading to communication challenges. Technology can support and facilitate the teaching-learning process, notably in the acquisition of a foreign language. Thus, this research explores the impact of Educaplay, on vocabulary acquisition among EFL high school students in southern Ecuador. Methodology: This study applied a quasi-experimental design, with a sample of 60 high school students, selected through a purposeful method. To collect data a pre-test, post-test, an observation checklist, and graded vocabulary activities were employed. The significance was measured with t-student and ANOVA. Results: Educaplay evidenced to be an effective technological tool to support students' retention and improvement of vocabulary as shown by the p-value of 4.86e-15 and the F-value (49.000) and p-values (0.000). Discussion: Implementing interactive and engaging activities through Educaplay and aligned with the teacher's guidance allowed participants to increase their vocabulary, thus they understood when and how to use different terms and the correct spelling of these words. Conclusion: Participants improved their vocabulary proficiency and increased their motivation to study this language. Additionally, the findings unveil that incorporating Educaplay in the classroom promoted a productive and interactive learning environment.
