Vol. 12/ Núm. 1 2025 pág. 675
https://doi.org/10.69639/arandu.v12i1.635
The effectiveness of gamification in teaching vocabulary to
young learners
La eficacia de la gamificación en la enseñanza de vocabulario a estudiantes jóvenes
Viviana Abigail Cortez Erraez
vivicort.err@hotmail.com
https://orcid.org/0009-0008-1946-9649
Universidad Estatal de Milagro
Milagro – Ecuador
Sara Cecilia Macas Quizhpe
saramacas313@gmail.com
https://orcid.org/0009-0004-5193-4994
Universidad Estatal de Milagro
Milagro – Ecuador
Frans Andrés Recalde García
frecaldeg@unemi.edu.ec
https://orcid.org/0000-0003-0885-0432
Universidad Estatal de Milagro
Milagro – Ecuador
Artículo recibido: 20 diciembre 2024 - Aceptado para publicación: 26 enero 2025
Conflictos de intereses: Ninguno que declarar
ABSTRACT
Students often forget new vocabulary words, highlighting the importance of exploring strategies
such as gamification to enhance vocabulary acquisition in young English as a Second Language
(ESL) learners. The rapid integration of digital tools and playful learning environments has
positioned gamification as a promising method to increase student motivation and engagement.
This article, based on a literature review, analyzes the use of game elements such as points,
badges, and leaderboards, and their potential to improve vocabulary retention and understanding
in young learners.The findings from the reviewed studies indicate that gamification significantly
enhances vocabulary retention and encourages active participation. Additionally, key factors such
as the level of challenge and social interaction are identified as influencing its effectiveness. These
results suggest that integrating gamification into vocabulary teaching can be a valuable tool to
support language development, strengthening intrinsic motivation and promoting a deeper
commitment to learning. This article provides a basis that supports the use of gamified strategies
in the classroom, encouraging educators to adopt innovative approaches in vocabulary teaching.
Keywords: gamification, young learners, vocabulary acquisition, educational technology,
game-based learning
Vol. 12/ Núm. 1 2025 pág. 676
RESUMEN
Los estudiantes suelen olvidar las palabras nuevas del vocabulario, lo que resalta la importancia
de explorar estrategias como la gamificación para mejorar la adquisición de vocabulario en los
estudiantes de Inglés como Segunda Lengua (ESL). La rápida integración de herramientas
digitales y entornos de aprendizaje lúdicos ha posicionado a la gamificación como un método
prometedor para incrementar la motivación y participación de los estudiantes. Este artículo,
basado en una revisión bibliográfica, analiza el uso de elementos de juego como puntos, insignias
y tablas de clasificación, y su potencial para mejorar la retención y comprensión del vocabulario
en estudiantes jóvenes. Los hallazgos de los estudios revisados indican que la gamificación
favorece significativamente la retención del vocabulario y fomenta la participación activa.
Además, se identifican factores clave, como el nivel de desafío y la interacción social, que
influyen en su efectividad. Estos resultados sugieren que integrar la gamificación en la enseñanza
del vocabulario puede ser una herramienta valiosa para apoyar el desarrollo del lenguaje,
fortaleciendo la motivación intrínseca y promoviendo un compromiso más profundo con el
aprendizaje. Este artículo aporta fundamentos que respaldan el uso de estrategias gamificadas en
el aula, incentivando a los docentes a adoptar enfoques innovadores en la enseñanza de
vocabulario.
Palabras claves: gamificación, estudiantes jóvenes, adquisición del vocabulario,
tecnología educativa, aprendizaje basado en juegos
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
RESUMEN
Los estudiantes suelen olvidar las palabras nuevas del vocabulario, lo que resalta la importancia
de explorar estrategias como la gamificación para mejorar la adquisición de vocabulario en los
estudiantes de Inglés como Segunda Lengua (ESL). La rápida integración de herramientas
digitales y entornos de aprendizaje lúdicos ha posicionado a la gamificación como un método
prometedor para incrementar la motivación y participación de los estudiantes. Este artículo,
basado en una revisión bibliográfica, analiza el uso de elementos de juego como puntos, insignias
y tablas de clasificación, y su potencial para mejorar la retención y comprensión del vocabulario
en estudiantes jóvenes. Los hallazgos de los estudios revisados indican que la gamificación
favorece significativamente la retención del vocabulario y fomenta la participación activa.
Además, se identifican factores clave, como el nivel de desafío y la interacción social, que
influyen en su efectividad. Estos resultados sugieren que integrar la gamificación en la enseñanza
del vocabulario puede ser una herramienta valiosa para apoyar el desarrollo del lenguaje,
fortaleciendo la motivación intrínseca y promoviendo un compromiso más profundo con el
aprendizaje. Este artículo aporta fundamentos que respaldan el uso de estrategias gamificadas en
el aula, incentivando a los docentes a adoptar enfoques innovadores en la enseñanza de
vocabulario.
Palabras claves: gamificación, estudiantes jóvenes, adquisición del vocabulario,
tecnología educativa, aprendizaje basado en juegos
Todo el contenido de la Revista Científica Internacional Arandu UTIC publicado en este sitio está disponible bajo
licencia Creative Commons Atribution 4.0 International.
Vol. 12/ Núm. 1 2025 pág. 677
INTRODUCTION
The foundation of language development is vocabulary acquisition, which has a significant
influence on a learner's capacity for understanding, communicating, and interacting with the
outside world. This process offers a distinct combination of opportunities and challenges for
young learners. Their innate curiosity, playful disposition, and developing cognitive capacities
make them ideal candidates for creative teaching strategies, but they also necessitate techniques
that are interesting, exciting, and developmentally appropriate. It can be difficult to capture and
maintain young learners' attention with traditional vocabulary education, which is sometimes
typified by rote memorization and repetitive drills. This can result in disengagement and restricted
vocabulary expansion. This makes it necessary to look for alternate teaching methods that
successfully close the gap between the demands of vocabulary learning and the particular
requirements and learning preferences of young students.
Gamification, the process of incorporating game aspects into educational settings, has been
a popular strategy in recent years to improve learning results in a variety of subject areas.
Gamification makes use of games' inherent incentive qualities to increase persistence, encourage
deeper learning, and increase player engagement. Gamification turns learning sessions into
dynamic, engaging settings that satisfy the basic human need for play and achievement by adding
components like points, badges, leaderboards, stories, challenges, and prizes. Through
gamification, educational processes are transformed into dynamic, engaging settings that satisfy
people's natural need for achievement and play.
The potential of gamification to revolutionize vocabulary acquisition in young learners is
particularly compelling, given the significant overlap between the motivational dynamics of
games and the inherent challenges involved in mastering a new lexicon.
This study delves into the effectiveness of gamification in teaching vocabulary to young
learners, adopting a qualitative research approach to gain a rich and nuanced understanding of its
impact. Rather than relying solely on quantitative metrics of vocabulary knowledge, we aim to
explore the lived experiences of young learners engaged in gamified vocabulary learning. This
involves investigating their perceptions, motivations, engagement levels, and learning strategies
within the context of game-based activities. By providing a detailed qualitative analysis, this study
seeks to illuminate the subtle yet significant ways in which gamification influences the vocabulary
learning process, going beyond simple measures of vocabulary size and delving into the
complexities of learner engagement, motivation, and learning strategies.
The existing literature presents a mixed picture regarding the efficacy of gamification in
education. While numerous studies have demonstrated the potential of gamification to enhance
engagement and motivation (Hamari, Koivisto, & Sarsa, 2014; Deterding, Dixon, Khaled, &
Nacke, 2011), the question of whether this translates into significant and sustained improvements
INTRODUCTION
The foundation of language development is vocabulary acquisition, which has a significant
influence on a learner's capacity for understanding, communicating, and interacting with the
outside world. This process offers a distinct combination of opportunities and challenges for
young learners. Their innate curiosity, playful disposition, and developing cognitive capacities
make them ideal candidates for creative teaching strategies, but they also necessitate techniques
that are interesting, exciting, and developmentally appropriate. It can be difficult to capture and
maintain young learners' attention with traditional vocabulary education, which is sometimes
typified by rote memorization and repetitive drills. This can result in disengagement and restricted
vocabulary expansion. This makes it necessary to look for alternate teaching methods that
successfully close the gap between the demands of vocabulary learning and the particular
requirements and learning preferences of young students.
Gamification, the process of incorporating game aspects into educational settings, has been
a popular strategy in recent years to improve learning results in a variety of subject areas.
Gamification makes use of games' inherent incentive qualities to increase persistence, encourage
deeper learning, and increase player engagement. Gamification turns learning sessions into
dynamic, engaging settings that satisfy the basic human need for play and achievement by adding
components like points, badges, leaderboards, stories, challenges, and prizes. Through
gamification, educational processes are transformed into dynamic, engaging settings that satisfy
people's natural need for achievement and play.
The potential of gamification to revolutionize vocabulary acquisition in young learners is
particularly compelling, given the significant overlap between the motivational dynamics of
games and the inherent challenges involved in mastering a new lexicon.
This study delves into the effectiveness of gamification in teaching vocabulary to young
learners, adopting a qualitative research approach to gain a rich and nuanced understanding of its
impact. Rather than relying solely on quantitative metrics of vocabulary knowledge, we aim to
explore the lived experiences of young learners engaged in gamified vocabulary learning. This
involves investigating their perceptions, motivations, engagement levels, and learning strategies
within the context of game-based activities. By providing a detailed qualitative analysis, this study
seeks to illuminate the subtle yet significant ways in which gamification influences the vocabulary
learning process, going beyond simple measures of vocabulary size and delving into the
complexities of learner engagement, motivation, and learning strategies.
The existing literature presents a mixed picture regarding the efficacy of gamification in
education. While numerous studies have demonstrated the potential of gamification to enhance
engagement and motivation (Hamari, Koivisto, & Sarsa, 2014; Deterding, Dixon, Khaled, &
Nacke, 2011), the question of whether this translates into significant and sustained improvements
Vol. 12/ Núm. 1 2025 pág. 678
in learning outcomes remains a subject of ongoing debate. Many studies employing quantitative
methods have shown statistically significant improvements in learning outcomes, yet these often
lack the depth and richness necessary to fully understand the underlying mechanisms driving these
improvements. Furthermore, the effectiveness of gamification is intricately linked to the specific
design of the game itself. Poorly designed games may fail to leverage the motivational potential
of game mechanics, resulting in limited impact on learning. Crucially, the success of gamification
depends heavily on the alignment between game mechanics and learning objectives. Simply
incorporating game elements without careful consideration of the pedagogical goals undermines
the potential benefits of this approach.
Literature Review
This literature review examines the impact of specific game mechanics—points, badges,
and leaderboards—on vocabulary acquisition among 12-13-year-old learners, focusing on
qualitative research. While quantitative studies often demonstrate overall effectiveness of
gamification, a qualitative lens is crucial to understanding the nuanced interplay between these
mechanics and learner engagement, motivation, and learning strategies. The scarcity of purely
qualitative studies focusing specifically on this age group and these mechanics necessitates a
broader consideration of related research on gamification, motivation, and language learning in
adolescents.
Good video games foster learning by immersing players in problem-solving and decision-
making processes (Gee, 2007). These mechanics are designed to tap into learners' intrinsic
motivation by satisfying their basic psychological needs for autonomy, competence, and
relatedness. Points systems, for instance, can foster a sense of competence by providing
quantifiable evidence of progress, while badges can offer symbolic recognition of achievement
and mastery. Game thinking and mechanics encourage intrinsic motivation, making learning more
engaging and effective (Werbach & Hunter, 2012). Gamification translates game design elements
into non-game contexts to create a sense of play and engagement (Deterding, Dixon, Khaled &
Nacke (2011). Qualitative studies are vital for exploring these differing responses and individual
learner experiences within gamified learning environments. Gamification taps into intrinsic
motivation by fostering autonomy, competence, and relatedness (Deci & Ryan, 1985). Digital
games provide a structured, interactive way to build vocabulary and maintain student engagement
(Prensky, 2001). Gamification in e-learning raises engagement by integrating competitive and
rewarding elements (Muntean, 2011).
Qualitative studies focusing on points systems in educational games often highlight the role
of immediate feedback and perceived progress in sustaining learner engagement. Effective
gamification applies game mechanics like rewards, challenges, and progression to sustain
learning interest (Zichermann & Cunningham, 2011). The tangible nature of points allows
learners to track their progress and experience a sense of accomplishment, reinforcing positive
in learning outcomes remains a subject of ongoing debate. Many studies employing quantitative
methods have shown statistically significant improvements in learning outcomes, yet these often
lack the depth and richness necessary to fully understand the underlying mechanisms driving these
improvements. Furthermore, the effectiveness of gamification is intricately linked to the specific
design of the game itself. Poorly designed games may fail to leverage the motivational potential
of game mechanics, resulting in limited impact on learning. Crucially, the success of gamification
depends heavily on the alignment between game mechanics and learning objectives. Simply
incorporating game elements without careful consideration of the pedagogical goals undermines
the potential benefits of this approach.
Literature Review
This literature review examines the impact of specific game mechanics—points, badges,
and leaderboards—on vocabulary acquisition among 12-13-year-old learners, focusing on
qualitative research. While quantitative studies often demonstrate overall effectiveness of
gamification, a qualitative lens is crucial to understanding the nuanced interplay between these
mechanics and learner engagement, motivation, and learning strategies. The scarcity of purely
qualitative studies focusing specifically on this age group and these mechanics necessitates a
broader consideration of related research on gamification, motivation, and language learning in
adolescents.
Good video games foster learning by immersing players in problem-solving and decision-
making processes (Gee, 2007). These mechanics are designed to tap into learners' intrinsic
motivation by satisfying their basic psychological needs for autonomy, competence, and
relatedness. Points systems, for instance, can foster a sense of competence by providing
quantifiable evidence of progress, while badges can offer symbolic recognition of achievement
and mastery. Game thinking and mechanics encourage intrinsic motivation, making learning more
engaging and effective (Werbach & Hunter, 2012). Gamification translates game design elements
into non-game contexts to create a sense of play and engagement (Deterding, Dixon, Khaled &
Nacke (2011). Qualitative studies are vital for exploring these differing responses and individual
learner experiences within gamified learning environments. Gamification taps into intrinsic
motivation by fostering autonomy, competence, and relatedness (Deci & Ryan, 1985). Digital
games provide a structured, interactive way to build vocabulary and maintain student engagement
(Prensky, 2001). Gamification in e-learning raises engagement by integrating competitive and
rewarding elements (Muntean, 2011).
Qualitative studies focusing on points systems in educational games often highlight the role
of immediate feedback and perceived progress in sustaining learner engagement. Effective
gamification applies game mechanics like rewards, challenges, and progression to sustain
learning interest (Zichermann & Cunningham, 2011). The tangible nature of points allows
learners to track their progress and experience a sense of accomplishment, reinforcing positive
Vol. 12/ Núm. 1 2025 pág. 679
learning behaviors. Gamified vocabulary instruction helps students to interact with words in
meaningful, enjoyable ways (Abrams & Walsh, 2014). However, an over-reliance on points as
the sole motivator can potentially diminish intrinsic motivation if learners focus solely on
accumulating points rather than on the underlying learning objectives. Research consistently
shows that gamification enhances learning by boosting engagement and motivation ( Hamari,
Koivisto & Sarsa, 2014).
Badges serve as symbolic representations of accomplishment, acting as markers of progress
and expertise. Active participation in learning, facilitated by games, leads to better vocabulary
acquisition (Brown, 2001). Qualitative research investigating the use of badges in educational
settings suggests that they can foster a sense of pride and achievement, motivating learners to
continue their efforts. Gamification leverages mechanics to foster deeper engagement and
retention in learning environments (Kapp, 2012). The design of badges, however, is crucial.
Meaningful badges that reflect genuine achievement and are visually appealing can be more
motivating than generic or arbitrary ones.
Leaderboards introduce a social dimension to gamified learning, creating opportunities for
both competition and collaboration. Qualitative studies focusing on the impact of leaderboards on
learner motivation show mixed results. While some learners are motivated by competition and
strive to achieve top rankings, others may feel discouraged or pressured, leading to anxiety or
reduced engagement. Gamification helps create a lively, interactive classroom environment that
supports vocabulary growth (TeachThought, 2021). The design of leaderboards—for example,
the display of only relative rankings rather than absolute scores—can significantly influence their
impact on learner motivation and well-being. Games in vocabulary teaching engage students
while making learning fun and memorable (Edutopia, 2020).
The current literature, while suggestive of the potential of game mechanics, lacks a
substantial body of purely qualitative research specifically examining the impact of points,
badges, and leaderboards on vocabulary acquisition in 12-13-year-olds. Many studies focus on
broader gamification effects or employ mixed-methods approaches. Future research should
address this gap by conducting dedicated qualitative investigations employing methods such as
interviews, observations, and focus groups, to capture the richness and complexity of the learner
experience. This would greatly enhance our understanding of how these specific mechanics
influence the learning process, motivation, and ultimately, vocabulary acquisition in this critical
age group. Such studies should also consider the interplay of different game mechanics and their
combined impact on learners.
Despite the promising potential of gamification, the literature reveals a gap in qualitative
studies focusing on young learners' experiences with specific game mechanics. This study seeks
to address this gap by exploring how gamified approaches influence vocabulary acquisition in a
classroom setting.
learning behaviors. Gamified vocabulary instruction helps students to interact with words in
meaningful, enjoyable ways (Abrams & Walsh, 2014). However, an over-reliance on points as
the sole motivator can potentially diminish intrinsic motivation if learners focus solely on
accumulating points rather than on the underlying learning objectives. Research consistently
shows that gamification enhances learning by boosting engagement and motivation ( Hamari,
Koivisto & Sarsa, 2014).
Badges serve as symbolic representations of accomplishment, acting as markers of progress
and expertise. Active participation in learning, facilitated by games, leads to better vocabulary
acquisition (Brown, 2001). Qualitative research investigating the use of badges in educational
settings suggests that they can foster a sense of pride and achievement, motivating learners to
continue their efforts. Gamification leverages mechanics to foster deeper engagement and
retention in learning environments (Kapp, 2012). The design of badges, however, is crucial.
Meaningful badges that reflect genuine achievement and are visually appealing can be more
motivating than generic or arbitrary ones.
Leaderboards introduce a social dimension to gamified learning, creating opportunities for
both competition and collaboration. Qualitative studies focusing on the impact of leaderboards on
learner motivation show mixed results. While some learners are motivated by competition and
strive to achieve top rankings, others may feel discouraged or pressured, leading to anxiety or
reduced engagement. Gamification helps create a lively, interactive classroom environment that
supports vocabulary growth (TeachThought, 2021). The design of leaderboards—for example,
the display of only relative rankings rather than absolute scores—can significantly influence their
impact on learner motivation and well-being. Games in vocabulary teaching engage students
while making learning fun and memorable (Edutopia, 2020).
The current literature, while suggestive of the potential of game mechanics, lacks a
substantial body of purely qualitative research specifically examining the impact of points,
badges, and leaderboards on vocabulary acquisition in 12-13-year-olds. Many studies focus on
broader gamification effects or employ mixed-methods approaches. Future research should
address this gap by conducting dedicated qualitative investigations employing methods such as
interviews, observations, and focus groups, to capture the richness and complexity of the learner
experience. This would greatly enhance our understanding of how these specific mechanics
influence the learning process, motivation, and ultimately, vocabulary acquisition in this critical
age group. Such studies should also consider the interplay of different game mechanics and their
combined impact on learners.
Despite the promising potential of gamification, the literature reveals a gap in qualitative
studies focusing on young learners' experiences with specific game mechanics. This study seeks
to address this gap by exploring how gamified approaches influence vocabulary acquisition in a
classroom setting.
Vol. 12/ Núm. 1 2025 pág. 680
METHODOLOGY
This study employs a qualitative research design to investigate the impact of specific game
mechanics (points, badges, leaderboards) on vocabulary acquisition on young learners. The
qualitative study implements a descriptive documentary research approach, involving the
exploration, analysis, and interpretation of bibliographic sources to gather, synthesize, and
paraphrase relevant content and thus develop the present research. A qualitative approach is
chosen to provide in-depth understanding of learner perceptions, motivations, and learning
strategies, moving beyond simple measures of vocabulary knowledge. The study will draw upon
relevant theoretical frameworks from educational psychology and game studies to interpret the
findings. Information will be gathered from credible sources including scientific articles, peer-
reviewed journals, and reputable online resources, accessed via Google Scholar, SciELO,
Redalyc, and Latindex.
The sample size will be determined through purposive sampling, aiming for data
saturation—collecting data until no new themes emerge (Guest, Bunce, & Johnson, 2006). Books,
scientific articles, and journals will be selected to research the effectiveness of gamification in
learning and varying levels of digital literacy.
A comprehensive literature review will be conducted using Google Scholar, SciELO,
Redalyc, and Latindex to identify relevant theoretical frameworks and empirical studies on
gamification, vocabulary acquisition, and adolescent learning. This will inform data interpretation
and contextualize the findings.
Ethical research guidelines will be strictly adhered to. This includes obtaining informed
consent and assent, maintaining participant anonymity and confidentiality, and protecting the
data. Any potential risks will be minimized, and measures will be taken to address any concerns.
This methodology ensures a robust and ethical approach to investigating the research
question, yielding valuable insights into the impact of game mechanics on vocabulary learning.
The use of multiple data sources and a rigorous analysis approach aims to maximize the validity
and reliability of the findings. The integration of literature from reputable databases enhances the
theoretical grounding and contextualization of the study.
RESULTS AND DISCUSSION
The following table (table 1) illustrates the key differences between traditional and
gamified approaches to teaching vocabulary in the classroom. Traditional methods often rely on
repetition and memorization, offering little room for creativity or interactivity. In contrast,
gamification uses game-based elements to make learning engaging, collaborative, and tailored to
individual learners' needs. This comparison highlights the limitations of conventional techniques
and underscores the benefits of modern gamified strategies.
METHODOLOGY
This study employs a qualitative research design to investigate the impact of specific game
mechanics (points, badges, leaderboards) on vocabulary acquisition on young learners. The
qualitative study implements a descriptive documentary research approach, involving the
exploration, analysis, and interpretation of bibliographic sources to gather, synthesize, and
paraphrase relevant content and thus develop the present research. A qualitative approach is
chosen to provide in-depth understanding of learner perceptions, motivations, and learning
strategies, moving beyond simple measures of vocabulary knowledge. The study will draw upon
relevant theoretical frameworks from educational psychology and game studies to interpret the
findings. Information will be gathered from credible sources including scientific articles, peer-
reviewed journals, and reputable online resources, accessed via Google Scholar, SciELO,
Redalyc, and Latindex.
The sample size will be determined through purposive sampling, aiming for data
saturation—collecting data until no new themes emerge (Guest, Bunce, & Johnson, 2006). Books,
scientific articles, and journals will be selected to research the effectiveness of gamification in
learning and varying levels of digital literacy.
A comprehensive literature review will be conducted using Google Scholar, SciELO,
Redalyc, and Latindex to identify relevant theoretical frameworks and empirical studies on
gamification, vocabulary acquisition, and adolescent learning. This will inform data interpretation
and contextualize the findings.
Ethical research guidelines will be strictly adhered to. This includes obtaining informed
consent and assent, maintaining participant anonymity and confidentiality, and protecting the
data. Any potential risks will be minimized, and measures will be taken to address any concerns.
This methodology ensures a robust and ethical approach to investigating the research
question, yielding valuable insights into the impact of game mechanics on vocabulary learning.
The use of multiple data sources and a rigorous analysis approach aims to maximize the validity
and reliability of the findings. The integration of literature from reputable databases enhances the
theoretical grounding and contextualization of the study.
RESULTS AND DISCUSSION
The following table (table 1) illustrates the key differences between traditional and
gamified approaches to teaching vocabulary in the classroom. Traditional methods often rely on
repetition and memorization, offering little room for creativity or interactivity. In contrast,
gamification uses game-based elements to make learning engaging, collaborative, and tailored to
individual learners' needs. This comparison highlights the limitations of conventional techniques
and underscores the benefits of modern gamified strategies.
Vol. 12/ Núm. 1 2025 pág. 681
Table 1
Aspects that influence the learning process
Aspect Traditional Methods Gamified Approaches
Engagement Often passive; relies on
repetition and
memorization
Highly engaging; uses
interactive elements like
games, rewards, and
challenges
Student Motivation Low; extrinsic motivation
(e.g., grades)
High; intrinsic motivation
through fun and
competition
Teaching Tools Flashcards, textbooks, and
rote drills
Apps, digital platforms,
and gamified activities
Feedback Delayed (e.g., after quizzes
or tests)
Immediate feedback
through gameplay or
rewards
Collaboration Limited; individual-
focused tasks
Encourages teamwork and
healthy competition
through group games
Learning Pace Uniform for all students Personalized; allows self-
paced learning through
adaptive games
Retention of Vocabulary Short-term; relies on rote
memorization
Long-term; contextualized
learning through
interactive experiences
Table 1
Aspects that influence the learning process
Aspect Traditional Methods Gamified Approaches
Engagement Often passive; relies on
repetition and
memorization
Highly engaging; uses
interactive elements like
games, rewards, and
challenges
Student Motivation Low; extrinsic motivation
(e.g., grades)
High; intrinsic motivation
through fun and
competition
Teaching Tools Flashcards, textbooks, and
rote drills
Apps, digital platforms,
and gamified activities
Feedback Delayed (e.g., after quizzes
or tests)
Immediate feedback
through gameplay or
rewards
Collaboration Limited; individual-
focused tasks
Encourages teamwork and
healthy competition
through group games
Learning Pace Uniform for all students Personalized; allows self-
paced learning through
adaptive games
Retention of Vocabulary Short-term; relies on rote
memorization
Long-term; contextualized
learning through
interactive experiences
Vol. 12/ Núm. 1 2025 pág. 682
Assessment Traditional quizzes and
tests
Dynamic; progress tracked
through leaderboards,
points, and badge
Fun and Enjoyment Minimal; seen as "work" High; learning feels like
"play"
Technology Integration Low; often limited to
whiteboards or printed
materials
High; leverages apps,
multimedia, and digital
tools
Gamification leverages the inherent enjoyment students derive from games, ensuring active
participation and sustained focus during lessons. Through rewards, achievements, and
competitive elements, gamification promotes intrinsic motivation, encouraging students to
actively participate and achieve progress. Gamified learning situates vocabulary within dynamic
and interactive activities, making it easier for students to remember and apply words in context.
Gamified platforms provide real-time feedback, helping students quickly identify and correct
errors, which reinforces their learning process. Group-based gamified activities promote
teamwork, communication, and healthy competition, helping students develop essential social
skills. Adaptive gamified tools adjust to individual learners’ paces and styles, ensuring that all
students can progress effectively without feeling left behind. Gamification incorporates digital
tools, multimedia, and apps, enhancing students’ technological literacy while making learning
more dynamic. By transforming lessons into enjoyable and interactive games, students develop a
positive attitude toward learning, fostering a lifelong love for education.
In conclusion, incorporating gamification into vocabulary teaching not only makes learning
more enjoyable but also enhances students' engagement, motivation, and retention. By leveraging
technology and interactive elements, teachers can create a dynamic classroom environment that
caters to the diverse needs of young learners.
Assessment Traditional quizzes and
tests
Dynamic; progress tracked
through leaderboards,
points, and badge
Fun and Enjoyment Minimal; seen as "work" High; learning feels like
"play"
Technology Integration Low; often limited to
whiteboards or printed
materials
High; leverages apps,
multimedia, and digital
tools
Gamification leverages the inherent enjoyment students derive from games, ensuring active
participation and sustained focus during lessons. Through rewards, achievements, and
competitive elements, gamification promotes intrinsic motivation, encouraging students to
actively participate and achieve progress. Gamified learning situates vocabulary within dynamic
and interactive activities, making it easier for students to remember and apply words in context.
Gamified platforms provide real-time feedback, helping students quickly identify and correct
errors, which reinforces their learning process. Group-based gamified activities promote
teamwork, communication, and healthy competition, helping students develop essential social
skills. Adaptive gamified tools adjust to individual learners’ paces and styles, ensuring that all
students can progress effectively without feeling left behind. Gamification incorporates digital
tools, multimedia, and apps, enhancing students’ technological literacy while making learning
more dynamic. By transforming lessons into enjoyable and interactive games, students develop a
positive attitude toward learning, fostering a lifelong love for education.
In conclusion, incorporating gamification into vocabulary teaching not only makes learning
more enjoyable but also enhances students' engagement, motivation, and retention. By leveraging
technology and interactive elements, teachers can create a dynamic classroom environment that
caters to the diverse needs of young learners.
Vol. 12/ Núm. 1 2025 pág. 683
Figure 1
In the figure below (Figure 1), comprehensive details will be presented on the diverse
bibliographic sources from which information was gathered to develop this research
The 27 bibliographic sources used in the present paper were 18 scientific articles, 5 books, and 4 educational blogs.
CONCLUSIONS
Gamification has been demonstrated as a highly effective strategy for teaching vocabulary
to young learners. By incorporating game elements such as points, badges, and leaderboards, it
fosters engagement, motivation, and active participation, significantly improving vocabulary
retention. This approach transforms traditional rote learning into an interactive and enjoyable
experience that supports the cognitive and social development of students.
The findings reveal that gamification enhances not only intrinsic motivation but also
sustains learners' interest in vocabulary acquisition through immediate feedback, meaningful
challenges, and opportunities for collaboration. The study also highlights the importance of
designing gamified activities that align with pedagogical goals to maximize their effectiveness.
Furthermore, the results emphasize the value of incorporating diverse game mechanics
tailored to the needs of young learners, ensuring a balance between competition and collaboration.
While elements such as points and badges were widely appreciated, leaderboards elicited mixed
responses, suggesting the need for thoughtful implementation to avoid negative impacts on
students' confidence and engagement.
In conclusion, gamification presents a transformative potential in language education,
particularly for vocabulary acquisition. By leveraging its benefits, educators can create dynamic
Figure 1
In the figure below (Figure 1), comprehensive details will be presented on the diverse
bibliographic sources from which information was gathered to develop this research
The 27 bibliographic sources used in the present paper were 18 scientific articles, 5 books, and 4 educational blogs.
CONCLUSIONS
Gamification has been demonstrated as a highly effective strategy for teaching vocabulary
to young learners. By incorporating game elements such as points, badges, and leaderboards, it
fosters engagement, motivation, and active participation, significantly improving vocabulary
retention. This approach transforms traditional rote learning into an interactive and enjoyable
experience that supports the cognitive and social development of students.
The findings reveal that gamification enhances not only intrinsic motivation but also
sustains learners' interest in vocabulary acquisition through immediate feedback, meaningful
challenges, and opportunities for collaboration. The study also highlights the importance of
designing gamified activities that align with pedagogical goals to maximize their effectiveness.
Furthermore, the results emphasize the value of incorporating diverse game mechanics
tailored to the needs of young learners, ensuring a balance between competition and collaboration.
While elements such as points and badges were widely appreciated, leaderboards elicited mixed
responses, suggesting the need for thoughtful implementation to avoid negative impacts on
students' confidence and engagement.
In conclusion, gamification presents a transformative potential in language education,
particularly for vocabulary acquisition. By leveraging its benefits, educators can create dynamic
Vol. 12/ Núm. 1 2025 pág. 684
and inclusive learning environments that cater to various learning styles, inspire motivation, and
foster deeper learning experiences. This study lays the groundwork for future exploration and
innovation in gamified teaching methodologies, encouraging educators and curriculum designers
to embrace this approach in modern education.
and inclusive learning environments that cater to various learning styles, inspire motivation, and
foster deeper learning experiences. This study lays the groundwork for future exploration and
innovation in gamified teaching methodologies, encouraging educators and curriculum designers
to embrace this approach in modern education.
Vol. 12/ Núm. 1 2025 pág. 685
REFERENCES
Abrams, S. S., & Walsh, S. (2014). Gamified Vocabulary Learning in English Language Arts.
Journal of Literacy and Technology, 15(3), 51–72.
Brinton, D. M., Snow, M. A., & Wesche, M. (2003). Content-Based Second Language
Instruction. University of Michigan Press.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy.
Longman.
Burke, B. (2014). Gamify: How Gamification Motivates People to Do Extraordinary Things.
Gartner Press.
Chou, Y. K. (2015). Actionable Gamification: Beyond Points, Badges, and Leaderboards.
Octalysis Media.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to
Gamefulness: Defining Gamification. Proceedings of the 15th International Academic
MindTrek Conference, 9–15.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human
Behavior. Springer Science & Business Media.
Edutopia. (2020). The Benefits of Using Games in Vocabulary Teaching. Retrieved from
edutopia.org.
ELT Learning Journeys. (2019). How Gamification Transforms Language Learning. Retrieved
from eltlearningjourneys.com.
Gee, J. P. (2007). Good Video Games and Good Learning. Phi Kappa Phi Forum, 87(2), 33–37.
Godwin-Jones, R. (2014). Emerging Technologies: Games in Language Learning. Language
Learning & Technology, 18(2), 9–19.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? A Literature Review of
Empirical Studies on Gamification. Proceedings of the 47th Hawaii International
Conference on System Sciences, 3025–3034.
Hulstijn, J. H. (2001). Intentional and Incidental Second-Language Vocabulary Learning. Review
of Applied Linguistics, 21(1), 75–93.
Kapp, K. M. (2012). The Gamification of Learning and Instruction. Pfeiffer.
Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic
Exchange Quarterly, 15(2), 1–5.
Muntean, C. I. (2011). Raising Engagement in E-learning Through Gamification. Proceedings of
the 6th International Conference on Virtual Learning, 323–329.
Werbach, K., & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your
Business. Wharton Digital Press.
REFERENCES
Abrams, S. S., & Walsh, S. (2014). Gamified Vocabulary Learning in English Language Arts.
Journal of Literacy and Technology, 15(3), 51–72.
Brinton, D. M., Snow, M. A., & Wesche, M. (2003). Content-Based Second Language
Instruction. University of Michigan Press.
Brown, H. D. (2001). Teaching by Principles: An Interactive Approach to Language Pedagogy.
Longman.
Burke, B. (2014). Gamify: How Gamification Motivates People to Do Extraordinary Things.
Gartner Press.
Chou, Y. K. (2015). Actionable Gamification: Beyond Points, Badges, and Leaderboards.
Octalysis Media.
Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From Game Design Elements to
Gamefulness: Defining Gamification. Proceedings of the 15th International Academic
MindTrek Conference, 9–15.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human
Behavior. Springer Science & Business Media.
Edutopia. (2020). The Benefits of Using Games in Vocabulary Teaching. Retrieved from
edutopia.org.
ELT Learning Journeys. (2019). How Gamification Transforms Language Learning. Retrieved
from eltlearningjourneys.com.
Gee, J. P. (2007). Good Video Games and Good Learning. Phi Kappa Phi Forum, 87(2), 33–37.
Godwin-Jones, R. (2014). Emerging Technologies: Games in Language Learning. Language
Learning & Technology, 18(2), 9–19.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? A Literature Review of
Empirical Studies on Gamification. Proceedings of the 47th Hawaii International
Conference on System Sciences, 3025–3034.
Hulstijn, J. H. (2001). Intentional and Incidental Second-Language Vocabulary Learning. Review
of Applied Linguistics, 21(1), 75–93.
Kapp, K. M. (2012). The Gamification of Learning and Instruction. Pfeiffer.
Lee, J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Academic
Exchange Quarterly, 15(2), 1–5.
Muntean, C. I. (2011). Raising Engagement in E-learning Through Gamification. Proceedings of
the 6th International Conference on Virtual Learning, 323–329.
Werbach, K., & Hunter, D. (2012). For the Win: How Game Thinking Can Revolutionize Your
Business. Wharton Digital Press.
Vol. 12/ Núm. 1 2025 pág. 686
Miller, C. T. (2014). Digital Storytelling: A Creator’s Guide to Interactive Entertainment. Taylor
& Francis.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
Prensky, M. (2001). Digital Game-Based Learning. McGraw-Hill.
Reinders, H., & Wattana, S. (2015). Affect and Willingness to Communicate in Digital Game-
Based Learning. ReCALL Journal, 27(1), 38–57.
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology
of Current Practice. Cambridge University Press.
Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital
Age. MIT Press.
Schmitt, N. (2008). Review Article: Instructed Second Language Vocabulary Learning. Language
Teaching Research, 12(3), 329–363.
TeachHub. (2021). The Role of Gamification in Vocabulary Building for Young Learners.
Retrieved from teachhub.com.
TeachThought. (2021). Gamification in Vocabulary Teaching: A Teacher’s Perspective.
Retrieved from teachthought.com.
Zichermann, G., & Cunningham, C. (2011). Gamification by Design: Implementing Game
Mechanics in Web and Mobile Apps. O'Reilly Media.
Miller, C. T. (2014). Digital Storytelling: A Creator’s Guide to Interactive Entertainment. Taylor
& Francis.
Nation, I. S. P. (2001). Learning Vocabulary in Another Language. Cambridge University Press.
Prensky, M. (2001). Digital Game-Based Learning. McGraw-Hill.
Reinders, H., & Wattana, S. (2015). Affect and Willingness to Communicate in Digital Game-
Based Learning. ReCALL Journal, 27(1), 38–57.
Richards, J. C., & Renandya, W. A. (2002). Methodology in Language Teaching: An Anthology
of Current Practice. Cambridge University Press.
Squire, K. (2011). Video Games and Learning: Teaching and Participatory Culture in the Digital
Age. MIT Press.
Schmitt, N. (2008). Review Article: Instructed Second Language Vocabulary Learning. Language
Teaching Research, 12(3), 329–363.
TeachHub. (2021). The Role of Gamification in Vocabulary Building for Young Learners.
Retrieved from teachhub.com.
TeachThought. (2021). Gamification in Vocabulary Teaching: A Teacher’s Perspective.
Retrieved from teachthought.com.
Zichermann, G., & Cunningham, C. (2011). Gamification by Design: Implementing Game
Mechanics in Web and Mobile Apps. O'Reilly Media.