DEVELOPING ENGLISH SURVIVORS: A VOCABULARY LEARNING GAME FOR EFL LEARNERS
Keywords:
Game-Based Learning, Vocabulary Mastery, Instructional Design, Educational Technology, EFL Students
Abstract
This study outlines the design, implementation, and evaluation of English Survivors, an instructional media developed to support EFL learners in intentional vocabulary acquisition using digital gaming principles. The implementation, following the ADDIE model, incorporates quizzes and immediate feedback to enhance vocabulary retention and support learner motivation. An iterative refinement cycle included a pilot study with five learners, succeeded by a controlled classroom implementation involving fifteen participants, and concluded with external validation by experts in educational media and linguistics. Quantitative analysis indicates that 88% of participants considered the vocabulary tasks relevant, 86.67% valued immediate feedback, and 85.34% responded positively to the quiz-based format. A media expert assigned a functionality score of 39 out of a possible 40, with the content expert awarded 40 out of 40. The evidence collectively supports the platform's operational viability and motivational capacity. Statistically significant vocabulary gains, along with trials in authentic instructional settings, support the theory that pedagogical games designed through systematic methods and refined through iterative user and expert evaluation is possible, when integrated into controlled instructional frameworks, significantly improve vocabulary mastery.
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References
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Branch, R. M. (2010). Instructional design: The ADDIE approach. In Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6
Bungsudi, A. (2023). Developing digital game-based learning materials to enhance vocabulary mastery of students with mental retardation. Training and Education Faculty Lampung University.
Dabbous, M., Kawtharani, A., Fahs, I., Hallal, Z., Shouman, D., Akel, M., Rahal, M., & Sakr, F. (2022). The role of game-based learning in experiential education: Tool validation, motivation assessment, and outcomes evaluation among a sample of pharmacy students. Education Sciences, 12(7). https://doi.org/10.3390/educsci12070434
Dagnaw, A. T. (2023). Revisiting the role of breadth and depth of vocabulary knowledge in reading comprehension. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2217345
Dimitra, K., Konstantinos, K., Christina, Z., & Katerina, T. (2020). Types of game-based learning in education: A brief state of the art and the implementation in Greece. The European Educational Researcher, 3(2), 87–100. https://doi.org/10.31757/euer.324
Efgivia, M. G., Adora Rinanda, R. Y., Suriyani, Hidayat, A., Maulana, I., & Budiarjo, A. (2021). Analysis of constructivism learning theory. Proceedings of the 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020), 208–212. https://doi.org/10.2991/assehr.k.211020.032
Gungor, T. A., Isci, C., & Demirci, S. C. (2022). Development of the educational game scale. Journal of Educational Issues, 8(1), 369. https://doi.org/10.5296/jei.v8i1.19537
Hartmann, A., & Gommer, L. (2021). To play or not to play: On the motivational effects of games in engineering education. European Journal of Engineering Education, 46(3), 319–343. https://doi.org/10.1080/03043797.2019.1690430
He, X., & Deocampo, M. F. (2023). A theoretical review of vocabulary acquisition level and its influence on students reading comprehension. The EUrASEANs: Journal on Global Socio-Economic Dynamics, 6(6(43)), 389–398.
https://doi.org/10.35678/2539-5645.6(43).2023.389-398
Ho, T. T. H., & Kawaguchi, S. (2021). The effectiveness of Quizlet in improving EFL learners’ receptive vocabulary acquisition. Asiatic: IIUM Journal of English Language and Literature, 15(1), 115–159. https://doi.org/10.31436/asiatic.v15i1.2314
Hustiana. (2023). Students’ viewpoints toward part of speech as the fulcrum of grammar. Journal of English and Education (JEE), 9(2). https://doi.org/10.20885/jee.v9i2.31087
Ishaq, K., Rosdi, F., Zin, N. A. M., & Abid, A. (2022). Serious game design model for language learning in the cultural context. Education and Information Technologies, 27(7), 9317–9355. https://doi.org/10.1007/s10639-022-10999-5
Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.637547
Kilic, M. (2019). Vocabulary knowledge as a predictor of performance in writing and speaking: A case of Turkish EFL learners. PASAA, 57(1), 133–164. https://doi.org/10.58837/CHULA.PASAA.57.1.6
Krystalli, P., & Arvanitis, P. (2024). Serious games and gamification in foreign language learning: Trends and challenges (2015-2024) analyzed through text analysis techniques. European Journal of Education, 7(2).
Lee, A. H., & Lloyd, J. S. (2025). The effects of incidental learning and input frequency on the perception of non-native speech. Second Language Research, 41(2), 367–396. https://doi.org/10.1177/02676583241249348
Lee, S. M. (2023). Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment. ReCALL, 35(3), 274–289. https://doi.org/10.1017/S0958344022000209
Li, J., King, R. B., & Wang, C. (2022). Adaptation and validation of the vocabulary learning motivation questionnaire for Chinese learners: A construct validation approach. System, 108, 102853. https://doi.org/10.1016/j.system.2022.102853
Lu, Y. (2021). Implication from incidental and intentional learning in taking up a foreign language. Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). https://doi.org/10.2991/assehr.k.211220.091
Magnussen, E. S., & Sukying, A. (2021). The impact of songs and TPR on Thai preschoolers’ vocabulary acquisition. THAITESOL Journal, 34(1), 71–95.
Nation, I. S. P. (2022). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/9781009093873
Nontasee, W., & Sukying, A. (2021). The learnability of word knowledge aspects in Thai EFL high school learners. Journal of Language and Linguistic Studies, 17(1), 34–55. https://doi.org/10.52462/jlls.3
Piaget, J. (1950). The psychology of intelligence. Routledge Classics.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Polly, D., & Byker, E. (2020). Considering the role of zone of proximal development and constructivism in supporting teachers’ TPACK and effective use of technology. Revista de Educación a Distancia, 20(64). https://doi.org/10.6018/RED.408661
Rabindran, & Madanagopal, D. (2020). Piaget’s theory and stages of cognitive development - An overview. Scholars Journal of Applied Medical Sciences, 8(9), 2152–2157. https://doi.org/10.36347/sjams.2020.v08i09.034
Riduwan. (2020). Dasar-dasar statistika (1st ed.). Alfabeta.
Ruth, N. S., & Plass, J. L. (2020). Types of engagement in learning with games. In J. L. Plass, R. E. Mayer, & B. D. Homer (Eds.), Handbook of Game-Based Learning (pp. 53–80). The MIT Press.
Sawyer, R., Rowe, J., & Lester, J. (2017). Balancing learning and engagement in game-based learning environments with multi-objective reinforcement learning. Lecture Notes in Computer Science, 10331 LNAI, 323–334. https://doi.org/10.1007/978-3-319-61425-0_27
Sharmin, S., & Barmaki, R. L. (2024, November 4). A scoping review of functional near-infrared spectroscopy (fNIRS) applications in game-based learning environments. Proceedings of Proc. ACM Interact. Mob. Wearable Ubiquitous Technol (IMWUT). http://arxiv.org/abs/2411.02650
Sinyashina, E. (2020). ‘Incidental + intentional’ vs ‘intentional + incidental’ vocabulary learning: Which is more effective? Complutense Journal of English Studies, 28, 93–108. https://doi.org/10.5209/cjes.66685
Sitepu, K. N., & Mutiarani, M. (2023). The advantages and limitations of traditional game Engklek as a media in students’ vocabulary mastery. Indo Green Journal, 1(2). https://doi.org/10.31004/green.v1i2.8
Smith, B., Jiang, X., & Peters, R. (2024). The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency. Language Learning & Technology, 2024(1), 1–26. https://hdl.handle.net/10125/73595
Sotlikova, R. (2023). The presentation-practice route to teach vocabulary to young learners: A casa study at international schools in Uzbekistan. Journal of Language and Literature Studies, 3(1), 67–79. https://doi.org/10.36312/jolls.v3i1.1172
Stratton, J. M. (2022). Intentional and incidental vocabulary learning: The role of historical linguistics in the second language classroom. Modern Language Journal, 106(4), 837–857. https://doi.org/10.1111/modl.12805
Suardana, I. K. R. (2023). Developing vocabulary supplementary material game-based using Educandy for 10th grade SMA Negeri 1 Amlapura [Undergraduate Thesis]. Universitas Pendidikan Ganesha.
Subagia, I. W. (2020). Roles model of teachers in facilitating students learning viewed from constructivist theories of learning. Journal of Physics: Conference Series, 1503(1). https://doi.org/10.1088/1742-6596/1503/1/012051
Tanaka, M. (2022). The role of self-construal in EFL vocabulary learning. IRAL - International Review of Applied Linguistics in Language Teaching, 60(3), 883–908. https://doi.org/10.1515/iral-2019-0082
Valdehíta, A. S. M., & Diego, C. C. De. (2021). Receptive and productive vocabulary acquisition: Effectiveness of three types of tasks. Results from French students of Spanish as second language. Onomazein, 51, 36–56. https://doi.org/10.7764/onomazein.51.05
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Webb, S., Uchihara, T., & Yanagisawa, A. (2023). How effective is second language incidental vocabulary learning? A meta-analysis. Language Teaching, 56(2), 161–180. https://doi.org/10.1017/S0261444822000507
Widhiatama, D. A., & Brameswari, C. (2024). The effectiveness of Wordwall in enhancing students’ engagement and motivation in literature classes. International Journal of Linguistics, Literature and Translation, 7(4), 15–24. https://doi.org/10.32996/ijllt.2024.7.4.3
Yao, L. (2020). Cognitive process of English learners in vocabulary learning. Revista Argentina de Clinica Psicologica, 29(2), 878–884. https://doi.org/10.24205/03276716.2020.325
Zhang, Q., & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26(4), 4507–4535. https://doi.org/10.1007/s10639-021-10459-6
Zhao, D., Muntean, C. H., Chis, A. E., Rozinaj, G., & Muntean, G. M. (2022). Game-based learning: Enhancing student experience, knowledge gain, and usability in higher education programming courses. IEEE Transactions on Education, 65(4), 502–513. https://doi.org/10.1109/TE.2021.3136914
Alexandre, I. M., Lopes, P. F., & Borges, C. (2023). Roadmap for the development of EnLang4All: A video game for learning English. Multimodal Technologies and Interaction, 7(2). https://doi.org/10.3390/mti7020017
Alibakhshi, G., Zarei, M. A., & Labbafi, A. (2025). Digital video games and language learners’ vocabulary learning, motivation and engagement: Teachers’ perceptions of types and effectiveness. CALL-EJ, 26(1), 94–113. https://doi.org/10.54855/callej.252616
Alzahrani, A. K. D., & Griffiths, M. D. (2024). Problematic gaming and students’ academic performance: A systematic review. International Journal of Mental Health and Addiction. https://doi.org/10.1007/s11469-024-01338-5
Bilgin, R., & Bingol, M. (2022). Intentional vocabulary learning vs incidental vocabulary learning for beginner students: Tishk international university preparatory school case. Canadian Journal of Language and Literature Studies, 2(3). https://doi.org/10.53103/cjlls.v2i3.49
Branch, R. M. (2010). Instructional design: The ADDIE approach. In Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6
Bungsudi, A. (2023). Developing digital game-based learning materials to enhance vocabulary mastery of students with mental retardation. Training and Education Faculty Lampung University.
Dabbous, M., Kawtharani, A., Fahs, I., Hallal, Z., Shouman, D., Akel, M., Rahal, M., & Sakr, F. (2022). The role of game-based learning in experiential education: Tool validation, motivation assessment, and outcomes evaluation among a sample of pharmacy students. Education Sciences, 12(7). https://doi.org/10.3390/educsci12070434
Dagnaw, A. T. (2023). Revisiting the role of breadth and depth of vocabulary knowledge in reading comprehension. Cogent Education, 10(1). https://doi.org/10.1080/2331186X.2023.2217345
Dimitra, K., Konstantinos, K., Christina, Z., & Katerina, T. (2020). Types of game-based learning in education: A brief state of the art and the implementation in Greece. The European Educational Researcher, 3(2), 87–100. https://doi.org/10.31757/euer.324
Efgivia, M. G., Adora Rinanda, R. Y., Suriyani, Hidayat, A., Maulana, I., & Budiarjo, A. (2021). Analysis of constructivism learning theory. Proceedings of the 1st UMGESHIC International Seminar on Health, Social Science and Humanities (UMGESHIC-ISHSSH 2020), 208–212. https://doi.org/10.2991/assehr.k.211020.032
Gungor, T. A., Isci, C., & Demirci, S. C. (2022). Development of the educational game scale. Journal of Educational Issues, 8(1), 369. https://doi.org/10.5296/jei.v8i1.19537
Hartmann, A., & Gommer, L. (2021). To play or not to play: On the motivational effects of games in engineering education. European Journal of Engineering Education, 46(3), 319–343. https://doi.org/10.1080/03043797.2019.1690430
He, X., & Deocampo, M. F. (2023). A theoretical review of vocabulary acquisition level and its influence on students reading comprehension. The EUrASEANs: Journal on Global Socio-Economic Dynamics, 6(6(43)), 389–398.
https://doi.org/10.35678/2539-5645.6(43).2023.389-398
Ho, T. T. H., & Kawaguchi, S. (2021). The effectiveness of Quizlet in improving EFL learners’ receptive vocabulary acquisition. Asiatic: IIUM Journal of English Language and Literature, 15(1), 115–159. https://doi.org/10.31436/asiatic.v15i1.2314
Hustiana. (2023). Students’ viewpoints toward part of speech as the fulcrum of grammar. Journal of English and Education (JEE), 9(2). https://doi.org/10.20885/jee.v9i2.31087
Ishaq, K., Rosdi, F., Zin, N. A. M., & Abid, A. (2022). Serious game design model for language learning in the cultural context. Education and Information Technologies, 27(7), 9317–9355. https://doi.org/10.1007/s10639-022-10999-5
Jebb, A. T., Ng, V., & Tay, L. (2021). A review of key Likert scale development advances: 1995–2019. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.637547
Kilic, M. (2019). Vocabulary knowledge as a predictor of performance in writing and speaking: A case of Turkish EFL learners. PASAA, 57(1), 133–164. https://doi.org/10.58837/CHULA.PASAA.57.1.6
Krystalli, P., & Arvanitis, P. (2024). Serious games and gamification in foreign language learning: Trends and challenges (2015-2024) analyzed through text analysis techniques. European Journal of Education, 7(2).
Lee, A. H., & Lloyd, J. S. (2025). The effects of incidental learning and input frequency on the perception of non-native speech. Second Language Research, 41(2), 367–396. https://doi.org/10.1177/02676583241249348
Lee, S. M. (2023). Factors affecting incidental L2 vocabulary acquisition and retention in a game-enhanced learning environment. ReCALL, 35(3), 274–289. https://doi.org/10.1017/S0958344022000209
Li, J., King, R. B., & Wang, C. (2022). Adaptation and validation of the vocabulary learning motivation questionnaire for Chinese learners: A construct validation approach. System, 108, 102853. https://doi.org/10.1016/j.system.2022.102853
Lu, Y. (2021). Implication from incidental and intentional learning in taking up a foreign language. Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021). https://doi.org/10.2991/assehr.k.211220.091
Magnussen, E. S., & Sukying, A. (2021). The impact of songs and TPR on Thai preschoolers’ vocabulary acquisition. THAITESOL Journal, 34(1), 71–95.
Nation, I. S. P. (2022). Learning vocabulary in another language. Cambridge University Press. https://doi.org/10.1017/9781009093873
Nontasee, W., & Sukying, A. (2021). The learnability of word knowledge aspects in Thai EFL high school learners. Journal of Language and Linguistic Studies, 17(1), 34–55. https://doi.org/10.52462/jlls.3
Piaget, J. (1950). The psychology of intelligence. Routledge Classics.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Polly, D., & Byker, E. (2020). Considering the role of zone of proximal development and constructivism in supporting teachers’ TPACK and effective use of technology. Revista de Educación a Distancia, 20(64). https://doi.org/10.6018/RED.408661
Rabindran, & Madanagopal, D. (2020). Piaget’s theory and stages of cognitive development - An overview. Scholars Journal of Applied Medical Sciences, 8(9), 2152–2157. https://doi.org/10.36347/sjams.2020.v08i09.034
Riduwan. (2020). Dasar-dasar statistika (1st ed.). Alfabeta.
Ruth, N. S., & Plass, J. L. (2020). Types of engagement in learning with games. In J. L. Plass, R. E. Mayer, & B. D. Homer (Eds.), Handbook of Game-Based Learning (pp. 53–80). The MIT Press.
Sawyer, R., Rowe, J., & Lester, J. (2017). Balancing learning and engagement in game-based learning environments with multi-objective reinforcement learning. Lecture Notes in Computer Science, 10331 LNAI, 323–334. https://doi.org/10.1007/978-3-319-61425-0_27
Sharmin, S., & Barmaki, R. L. (2024, November 4). A scoping review of functional near-infrared spectroscopy (fNIRS) applications in game-based learning environments. Proceedings of Proc. ACM Interact. Mob. Wearable Ubiquitous Technol (IMWUT). http://arxiv.org/abs/2411.02650
Sinyashina, E. (2020). ‘Incidental + intentional’ vs ‘intentional + incidental’ vocabulary learning: Which is more effective? Complutense Journal of English Studies, 28, 93–108. https://doi.org/10.5209/cjes.66685
Sitepu, K. N., & Mutiarani, M. (2023). The advantages and limitations of traditional game Engklek as a media in students’ vocabulary mastery. Indo Green Journal, 1(2). https://doi.org/10.31004/green.v1i2.8
Smith, B., Jiang, X., & Peters, R. (2024). The effectiveness of Duolingo in developing receptive and productive language knowledge and proficiency. Language Learning & Technology, 2024(1), 1–26. https://hdl.handle.net/10125/73595
Sotlikova, R. (2023). The presentation-practice route to teach vocabulary to young learners: A casa study at international schools in Uzbekistan. Journal of Language and Literature Studies, 3(1), 67–79. https://doi.org/10.36312/jolls.v3i1.1172
Stratton, J. M. (2022). Intentional and incidental vocabulary learning: The role of historical linguistics in the second language classroom. Modern Language Journal, 106(4), 837–857. https://doi.org/10.1111/modl.12805
Suardana, I. K. R. (2023). Developing vocabulary supplementary material game-based using Educandy for 10th grade SMA Negeri 1 Amlapura [Undergraduate Thesis]. Universitas Pendidikan Ganesha.
Subagia, I. W. (2020). Roles model of teachers in facilitating students learning viewed from constructivist theories of learning. Journal of Physics: Conference Series, 1503(1). https://doi.org/10.1088/1742-6596/1503/1/012051
Tanaka, M. (2022). The role of self-construal in EFL vocabulary learning. IRAL - International Review of Applied Linguistics in Language Teaching, 60(3), 883–908. https://doi.org/10.1515/iral-2019-0082
Valdehíta, A. S. M., & Diego, C. C. De. (2021). Receptive and productive vocabulary acquisition: Effectiveness of three types of tasks. Results from French students of Spanish as second language. Onomazein, 51, 36–56. https://doi.org/10.7764/onomazein.51.05
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
Webb, S., Uchihara, T., & Yanagisawa, A. (2023). How effective is second language incidental vocabulary learning? A meta-analysis. Language Teaching, 56(2), 161–180. https://doi.org/10.1017/S0261444822000507
Widhiatama, D. A., & Brameswari, C. (2024). The effectiveness of Wordwall in enhancing students’ engagement and motivation in literature classes. International Journal of Linguistics, Literature and Translation, 7(4), 15–24. https://doi.org/10.32996/ijllt.2024.7.4.3
Yao, L. (2020). Cognitive process of English learners in vocabulary learning. Revista Argentina de Clinica Psicologica, 29(2), 878–884. https://doi.org/10.24205/03276716.2020.325
Zhang, Q., & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 26(4), 4507–4535. https://doi.org/10.1007/s10639-021-10459-6
Zhao, D., Muntean, C. H., Chis, A. E., Rozinaj, G., & Muntean, G. M. (2022). Game-based learning: Enhancing student experience, knowledge gain, and usability in higher education programming courses. IEEE Transactions on Education, 65(4), 502–513. https://doi.org/10.1109/TE.2021.3136914
Published
2025-11-30
How to Cite
Rahman, T., & Mutiarani, M. (2025). DEVELOPING ENGLISH SURVIVORS: A VOCABULARY LEARNING GAME FOR EFL LEARNERS. MEDIA DIDAKTIKA, 11(2), 24-37. https://doi.org/https://doi.org/10.52166/didaktika.v11i2.11121
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Articles
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