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dc.contributor.authorSahinler, Muleyke
dc.contributor.authorChen, Julian
dc.contributor.authorWilliams, P. John
dc.identifier.citationSahinler, 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.

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.

dc.titleA quantitative research on gamifying vocabulary acquisition and retention in virtual reality
dc.typeJournal Article
dcterms.source.titleThe Journal of Teaching English with Technology
curtin.departmentSchool of Education
curtin.accessStatusOpen access
curtin.facultyFaculty of Humanities
curtin.contributor.orcidChen, Julian [0000-0001-7788-0462]
curtin.contributor.scopusauthoridChen, Julian [57190689066]

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