The impact of a gamified adaptive learning environment on English vocabulary acquisition

Abstract

This study examined the effectiveness of a gamification-based adaptive learning environment in English vocabulary instruction. A mixed-methods explanatory sequential design was employed. The quantitative phase used a quasi-experimental pretest-post-test design, while the qualitative phase explored students' experiences through semi-structured interviews. The sample consisted of 44 ninth-grade students from a Vocational and Technical Anatolian High School in the Western Black Sea region during the 2024-2025 fall semester. Students were assigned to experimental (n = 22) and control (n = 22) groups through random class-level allocation. Participants in the experimental group engaged with a gamification-based adaptive learning environment, while those in the control group received conventional teacher-led instruction. The intervention lasted four weeks and involved a researcher-designed gamified adaptive learning system. Data were collected using an AI-supported multiple-choice vocabulary achievement test and a researcher-developed evaluation questionnaire. Quantitative data were analyzed using SPSS, and qualitative data were analyzed descriptively. The findings revealed that the gamification-based adaptive learning environment significantly improved students' vocabulary achievement, learning motivation, and classroom engagement compared to traditional instruction.