How Digital Gamified Learning Enhances Vocabulary Learning and Retention in EFL Classrooms: An Experimental Study Using Kahoot!

Abstract

Empirical evidence on the effectiveness of game-based digital tools in foreign language vocabulary learning and long-term vocabulary retention in the university setting remains limited. This study aims to investigate the effect of Kahoot!, a game-based digital tool, on vocabulary learning and retention among English as a foreign language (EFL) learners in a university preparatory class. The study also aims to obtain student views and perspectives on the vocabulary learning experience with Kahoot!. Using a mixed-method design, this study was conducted with the participation of 43 university students, 21 in the experimental group and 22 in the control group. Data were collected through pre-tests, post-tests and delayed retention tests and analyzed using independent sample t-tests and Mann-Whitney U test. In addition, semi-structured interviews were conducted with 21 students who participated in the experimental process to obtain student views and perspectives on the vocabulary learning experience with Kahoot! and these findings were presented within the framework of comprehensive thematic analysis. The results revealed that while both groups showed improvement in vocabulary acquisition, the experimental group showed statistically significantly higher success rates at the large effect level (?² = 0.23) and significantly higher retention rates at the large effect level (?² = 0.20) compared to the control group (p < .05). According to qualitative findings, Kahoot! application increases student motivation by increasing vocabulary learning success and retention, and encourages active participation, cooperation and competition by providing an interactive and fun learning environment.