Vocabulary Enhancement in University English Classes through Gamification: Affective Experience Comparison

Abstract

This study investigates the effects of gamification using the QuizN mobile application on vocabulary acquisition and affective responses in college-level EFL courses. Four classes—divided into beginner and intermediate levels—were assigned to experimental (gamified) and control (non-gamified) groups. Pre- and post-tests were administered to measure vocabulary improvement, and post-treatment surveys were conducted to assess affective domains such as emotional engagement and course satisfaction. Additionally, the experimental groups completed open-ended survey questions to explore perceptions of gamified learning. Findings showed that both beginner groups achieved comparable gains in vocabulary, with the control group slightly outperforming the experimental group. The intermediate experimental group showed notable improvement, while the intermediate control group experienced a decline, likely due to reduced participation toward the semester’s end. Survey results indicated that experimental groups reported more positive affective responses than control groups. Open-ended responses further suggested that gamification enhanced students’ engagement and motivation in vocabulary learning. These results suggest that gamification holds promise for improving both linguistic and affective outcomes in EFL contexts.