Year: 2025
Type: article
Study design: Clinical Trial
Abstract: Based on the principles of systematic instructional design, Keller proposed the ARCS model, which is widely applied in the field of educational design by stimulating learning motivation and enhancing learning outcomes. Building upon the ARCS model, an in-depth analysis of its four components was conducted. Combining research findings related to Chinese vocabulary teaching, a Chinese vocabulary educational game, Vocabulary Adventure, was developed, focusing on vocabulary decomposition and combination exercises. For the first time, an interaction process framework for a Chinese vocabulary educational game targeting international students was constructed. The game was designed and developed using Unity3D, exploring the organic integration of educational and gaming elements. A pilot experiment was conducted with international students learning Chinese, and the learning and motivation test scores of the experimental group and control group were collected and analyzed. The results indicated that the motivation and performance of the experimental group in learning Chinese vocabulary were significantly higher than those of the control group, which used traditional teaching methods. The development of the game achieved significant success in enhancing learning motivation, vocabulary mastery, and overall learning effectiveness. However, the study had certain limitations, including a relatively small sample size and limited experiment duration, which may affect the generalizability of the findings. Future research will consider expanding the sample size, extending the experiment duration, and exploring the application of the game to learners with different levels of Chinese proficiency to further validate its effectiveness and adaptability.
Authors: Zhang Jize, Sobihatun Nur Abdul Salam
Institution: Universiti Utara Malaysia
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4410426874