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    A quantitative research on gamifying vocabulary acquisition and retention in virtual reality

    90510.pdf (692.0Kb)
    Access Status
    Open access
    Authors
    Sahinler, Muleyke
    Chen, Julian
    Williams, P. John
    Date
    2023
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Sahinler, M. and Chen, J. and Williams, P.J. 2023. A quantitative research on gamifying vocabulary acquisition and retention in virtual reality. The Journal of Teaching English with Technology. 21 (2): pp. 42-57.
    Source Title
    The Journal of Teaching English with Technology
    DOI
    10.56297/BKAM1691/DFXC4759
    ISBN
    1642-1027
    Faculty
    Faculty of Humanities
    School
    School of Education
    URI
    http://hdl.handle.net/20.500.11937/90686
    Collection
    • Curtin Research Publications
    Abstract

    Despite being a building block in language learning, vocabulary can be a learning obstacle for some learners. This study explores the effects of virtual reality (VR) games on English as an additional language (EAL) EAL learners’ content-based vocabulary acquisition and retention. Six Year 9 Middle Eastern students from an independent school in Western Australia were randomly selected to experience this VR approach. A Google Cardboard headset was utilised to immerse players in a 3D environment, enabling them to acquire target vocabulary while exploring the content in VR games. Data was collected through a pre-test (to screen pre existing vocabulary knowledge), post-test (to measure vocabulary acquisition via VR games) and delayed post-test (to measure vocabulary retention). Marked differences were found between pre- and post-tests (p = .021) and pre- and delayed post-tests (p = .033), suggesting that the gamified VR environment can stimulate content-based vocabulary acquisition and enhance its retention. This 3D approach to vocabulary learning implicates the pedagogical benefits of VR games for struggling EAL learners.

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