ScholarWorks@경상국립대학교

초록

This paper aims to investigate the effects of gamification-based instruction using QuizN game activities on vocabulary acquisition and learner satisfaction among university students in an EFL context, across beginner, intermediate, and advanced proficiency levels. Results revealed that the experimental group demonstrated significant vocabulary improvement at all levels, with both intermediate and advanced learners showing statistically significant gains compared to the control group, whose progress was not significant in traditional classes. Survey responses indicated that gamified instruction positively influenced learners’ interest, concentration, vocabulary retention, engagement, and acceptance of online learning tools. Advanced learners, in particular, reported the highest satisfaction, suggesting that higher proficiency levels correspond with greater engagement in game-based learning. Qualitative data from open-ended questions and interviews supported these findings, highlighting enhanced motivation and class satisfaction. The study underscores gamification’s potential as an effective and broadly applicable teaching strategy, especially for promoting active participation among higher-level learners. It also contributes valuable insight to the limited body of gamification research in English education in Korea.

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