GAMIFIED FLASHCARDS AND MOTIVATION: EFFECTS ON ENGAGEMENT AND ACADEMIC VOCABULARY RETENTION
Keywords:
gamification, flashcards, academic vocabulary, motivation, engagement, retention, EFLAbstract
Academic vocabulary is one of the strongest predictors of success in higher education, yet many EFL learners experience vocabulary study as repetitive and emotionally “dry.” Gamified flashcards—digital flashcards enhanced with game elements such as points, levels, streaks, badges, and leaderboards—promise to make practice more engaging while supporting retention through repeated retrieval. Gamification is commonly defined as using game design elements in non-game contexts, such as learning environments. However, research also suggests that gamification’s effects are not automatic; outcomes depend on design quality, context, and learner characteristics. This thesis proposes a small-scale study to examine whether gamified flashcards improve (a) learner engagement and (b) short-term and delayed academic vocabulary retention compared with non-gamified digital flashcards. Practical recommendations are offered for teachers who want “gameful” learning without turning vocabulary study into shallow point-collecting.
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