Does Gamification Work?-A Literature Review of Empirical Studies on Gamification. An Experimental Study on the Effects of Gamified Cooperation and Competition on English Vocabulary Learning. An English Vocabulary Learning App with Self-Regulated Learning Mechanism to Improve Learning Performance and Motivation. Analysis of User Needs on Downloading Behavior of English Vocabulary APPs Based on Data Mining for Online Comments. Design of English Vocabulary Mobile Apps Using Gamification: An Indonesian Case Study for Kindergarten. A Review of Vocabulary Learning Applications: From the Aspects of Cognitive Approaches, Multimedia Input, Learning Materials and Game Elements. Gamification in Theory and Action: A Survey. Using a Game-Based Mobile App to Enhance Vocabulary Acquisition for English Language Learners. Does Game-Based Vocabulary Learning APP Influence Chinese EFL Learners’ Vocabulary Achievement, Motivation, and Self-Confidence? SAGE Open. The Utilization of Mobile-Assisted Gamification for Vocabulary Learning: Its Efficacy and Perceived Benefits. The Impact of Gamified Vocabulary Learning Using Quizlet on Low-Proficiency Students. Perceptions of Non-English Major College Students on Learning English Vocabulary with Gamified Apps. The reason why the authors included some of the personality factors was that personalities could influence users’ intention and the actual behavior in using a certain system (e.g., people with a high level of openness were willing to try out new things and experiences, and they could be likely to have strong intention to use a gamified vocabulary application). by including attitudes towards behavior (ATB), openness (OP), emotional stability (ES), positive competition (PC), and perseverance of effort (POE). This research extended the UTAUT initially proposed by Venkatesh et al. Most studies extended the original UTAUT by including other relevant factors according to specific research purposes and targets, e.g., student-centric learning, teacher feedback and compatibility, and management learning. Moreover, gender, age, experience, and voluntariness of use were taken into account to moderate users’ individual differences in their technology acceptance. Performance expectancy (PE), effort expectancy (EE), social influence (SI), and facilitating conditions (FC) were the four main determinants of users’ intention to utilize technology and actual use in the UTAUT. In one of the quiz modes, users could choose the correct picture according to the given word and gain scores.Īlthough the UTAUT model had fixed constructs, researchers could also extend it by including new ones. For instance, many Chinese learners preferred learning new English words via an app called BaiCiZhan. There could also exist universal game components in vocabulary learning applications such as time constraints, rewards, feedback, characters, and challenges. Users could experience vocabulary learning through digital games or video games. In other words, the gamified contexts in vocabulary learning not only included all kinds of games presented through various multimedia inputs such as text, image, audio, and video but also key game components. More specifically, gamification was defined by a wide consensus as to the adoption of game features and mechanics in non-game settings. put forward, gamification was referred to as transforming non-game contexts, e.g., language acquisition, into games. It is of great necessity to firstly define gamification in English vocabulary applications.

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