Work

Educational games for learning vocabulary in English as a Foreign Language

Year: 2025

Type: article

Abstract: Today’s immigration challenges underscore the importance of learning English as a key to accessing better opportunities and integrating into society, given its status as a standard language for communication. A common challenge in studying English as a foreign language is the lack of commitment to courses, resulting in inconsistent progress and difficulty achieving fluency. This study explores the impact of a Virtual Reality game on English vocabulary acquisition among learners of English as a Foreign Language. The game simulates a kitchen environment where users reproduce food recipes, an everyday topic universally relatable across cultures. To validate the virtual environment, tests were conducted with 40 participants divided equally into experimental and control groups. Pre and post-tests measured vocabulary acquisition and listening comprehension, while a usability questionnaire assessed participants’ interaction with the VR system. Results showed that the experimental group achieved significant vocabulary improvements, with p-values of 0.02 and 0.01, compared to more modest gains in the control group. The usability test indicated high satisfaction and engagement levels, highlighting the VR tool as a compelling method for vocabulary learning in EFL learners. • Evaluates VR game effectiveness in English vocabulary acquisition. • Compares VR-based learning to traditional methods for vocabulary and listening. • Significant vocabulary retention improvements in the VR group over the control group. • High engagement and satisfaction levels reported in VR language learning. • VR environment aids practical vocabulary use in a culinary context. • Pre- and post-tests assess vocabulary and listening skills improvement. • Statistical analysis confirms the VR group’s gains with p-values below 0.05. • Usability test shows VR game’s intuitive design enhances user experience. • The Control group showed smaller gains with traditional paper-based materials.

Source: Entertainment Computing

DOI: 10.1016/j.entcom.2025.101070

Authors: Anna Tonda, Ricardo Pardo, Inmaculada Remolar, Veronica Rossano

Institutions: Universitat Jaume I, University of Bari Aldo Moro

Language: English

Topic: Educational Games and Gamification

Subfield: Developmental and Educational Psychology

Field: Psychology

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

Estimated APC paid: $2,840