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 (η² = 0.23) and significantly higher retention rates at the large effect level (η² = 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.

Keywords

• Digital learning tools
• Game-based learning
• Gamification in education
• Kahoot! in language learning
• Vocabulary learning and retention

References

1. Abutalebi, J. & Clahsen, H. (2022). Digital tools for learning new languages: benefits and limitations. Bilingualism: Language and Cognition, 25(3), 359-360. https://doi.org/10.1017/s1366728922000268
2. Adnyani, K. E. K., Adnyana, I. W., Murniasih, N. N., & Suwastini, N. K. A. (2022). Implementing Kahoot! for Japanese language learning in Indonesian high school. Journal of Education Technology, 6(2), 217-225. https://doi.org/10.23887/jet.v6i2.46102
3. Aguilos, V., Gallagher, C. P., & Fuchs, K. (2022). Gamification of virtual language learning: a case study with thai undergraduate students. International Journal of Information and Education Technology, 12(10), 1098-1103. https://doi.org/10.18178/ijiet.2022.12.10.1726
4. Ahmed, A. A. A., Sayed, B. T., Wekke, I. S., Widodo, M., Rostikawati, D., Ali, M. H., Hussein H. A. A., & Azizian, M. (2022). An empirical study on the effects of using Kahoot! as a game-based learning tool on EFL learners’ vocabulary recall and retention. Education Research International, 2022, 1-10. https://doi.org/10.1155/2022/9739147
5. Al Shra’ah, A., & Hussein, M. (2021). The effect of Kahoot! on developing EFL Saudi students' vocabulary acquisition, reading comprehension, and their attitudes towards such a strategy. IUG Journal of Educational & Psychological Studies, 29(1). https://doi.org/10.33976/IUGJEPS.29.1/2021/27
6. Alfuhaid, S. R. (2023). A quantitative study in using digital games to enhance the vocabulary level of Saudi male secondary school students. English Language Teaching, 16(3), 1-16. https://doi.org/10.5539/elt.v16n3p16
7. Alharthi, S. (2020). Assessing Kahoot!'s impact on EFL students' learning outcomes. TESOL International Journal, 15(5), 31-64. Retrieved January 25, 2025, from https://files.eric.ed.gov/fulltext/EJ1329509.pdf
8. Ali, H. F. M., Mousa, M. A., & Rushdan, E. E. (2022). Effect of using Kahoot! as a digital game-based formative assessment tool in enhancing nursing students’ knowledge and learning motivation. Egyptian Journal of Health Care, 13(4), 1907-1921. https://doi.org/10.21608/ejhc.2022.338035

9. Ali, R., & AbdAlgane, M. (2022). The impact of gamification ‘Kahoot App’ in teaching English for academic purposes. World Journal of English Language, 12(7), Special Issue, 1-10. Retrieved January 29, 2025, from https://ssrn.com/abstract=4565691
10. Ansar, M., & George, G. (2022). Gamification in education and its impact on student motivation—A critical review. In M. A. Chaurasia & C.-F. Juang (Eds.), Emerging IT/ICT and AI technologies affecting society (pp. 161–170). Springer. https://doi.org/10.1007/978-981-19-2940-3_11
11. Atkinson, R. C., & Shiffrin, R. M. (1968). Human memory: A proposed system and its control processes. Psychology of Learning and Motivation, 2, 89-195. https://doi.org/10.1016/S0079-7421(08)60422-3
12. Babushkina, L. E., Eremkina, N. I., Porchesku, G. V., Rublеva, O. S., & Nikulina, E. G. (2022). Influence of digital services of infographics on effectiveness of mnemonics when teaching foreign language vocabulary. Perspectives of Science & Education, 55(1). http:// doi.org/ 10.32744/pse.2022.1.15
13. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
14. Bin-Hady, W. R. A. (2023). The role of games in enhancing efl students’ vocabulary acquisition Wagdi Rashad Ali Bin-Hady. Journal of the Faculty of Education, 11(17), 48–58. https://doi.org/10.60037/edu.v1i17.1178
15. Boulaid, F., & Moubtassime, M. (2019). Investigating the role of Kahoot in the enhancement of English vocabulary among Moroccan university students: English department as a case study. International Journal of Innovation and Applied Studies, 27(3), 797-808.
16. Braun, V., & Clarke, V. (2023). Toward good practice in thematic analysis: Avoiding common problems and be (com) ing a knowing researcher. International journal of transgender health, 24(1), 1-6. https://doi.org/10.1080/26895269.2022.2129597
17. Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
18. Braun, V., & Clarke, V. (2014). What can “thematic analysis” offer health and wellbeing researchers?. International journal of qualitative studies on health and well-being, 9(1), 26152. https://doi.org/10.3402/qhw.v9.26152
19. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
20. Burguillo, J. C. (2010). Using game theory and competition-based learning to stimulate student motivation and performance. Computers & education, 55(2), 566-575. https://doi.org/10.1016/j.compedu.2010.02.018
21. Büyüköztürk, Ş. (2021). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for the social sciences]. Pegem Akademi.
22. Castillo-Cuesta, L., Cabrera-Solano, P., & Ochoa-Cueva, C. (2024). Using genially and Kahoot for implementing clil in efl higher education. International Journal of Learning, Teaching and Educational Research, 23(7), 250-270. https://doi.org/10.26803/ijlter.23.7.13
23. Chen, J., & Liang, M. (2022). Play hard, study hard? The influence of gamification on students’ study engagement. Frontiers in Psychology, 13, 994700. https://doi.org/10.3389/fpsyg.2022.994700
24. Chen, O., Kalyuga, S., & Sweller, J. (2017). The expertise reversal effect is a variant of the more general element interactivity effect. Educational Psychology Review, 29, 393-405. https://doi.org/10.1007/s10648-016-9359-1
25. Chiu, Y. H. (2013). Computer‐assisted second language vocabulary instruction: a meta‐analysis. British Journal of Educational Technology, 44(2). https://doi.org/10.1111/j.1467-8535.2012.01342.x
26. Ciaramella, K. E. (2017). The effects of Kahoot! on vocabulary acquisition and retention of students with learning disabilities and other health impairments (Master’s thesis, Rowan University). Rowan University Theses and Dissertations. Retrieved December 15, 2024, from https://rdw.rowan.edu/cgi/viewcontent.cgi?article=3429&context=etd
27. Coşkun, H., Uğur, Y., & Durakoğlu, A. (2017). Tekrarlama ve sunum türünün semantik bellekte Almanca sözcüklerin kodlanmasına etkisi [The effects of repetition and presentation type on the coding of German words in semantic memory]. Ana Dili Eğitimi Dergisi, 5(3), 493-502. Retrieved December 22, 2024, from https://www.anadiliegitimi.com/tr/download/article-file/329155
28. Craik, F. I., & Lockhart, R. S. (1972). Levels of processing: A framework for memory research. Journal of verbal learning and verbal behavior, 11(6), 671-684. https://doi.org/10.1016/S0022-5371(72)80001-X
29. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
30. Çelebi, S., & Kalay, M. (2023). İngi̇li̇zce öğreti̇mi̇ne yöneli̇k öğretmen ve okul yöneti̇ci̇leri̇ni̇n görüşleri̇ [The opinions of teachers and school administators towards English teaching]. Van Yüzüncü Yıl Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 8(16), 268-287. https://doi.org/10.54831/vanyyuiibfd.1380455
31. Çoban Sural, Ü., & Yaşar Sağlık, Z. (2024). Next-generation learning experience: the effect of technology-assisted and printed context-based vocabulary activities on vocabulary knowledge and learning motivation. Education and Information Technologies, 29(16), 20823-20853. https://doi.org/10.1007/s10639-024-12688-x
32. Damayanti, E., Nur, F., Anggereni, S., & Taufiq, A. U. (2023). The effect of cooperative learning on learning motivation: a meta-analysis. Buletin Psikologi, 31(1), 116. https://doi.org/10.22146/buletinpsikologi.59583
33. Darwis, N., & Amal, N. (2023). An analysis of students’ perception using Kahoot game in vocabulary learning process. International Journal of Research on English Teaching and Applied Linguistics, 4(1), 1-11. https://doi.org/10.30863/ijretal.v4i1.5006
34. Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer Science & Business Media.
35. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.” In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). Association for Computing Machinery. https://doi.org/10.1145/2181037.2181040
36. Díaz, D. G., Pérez, M. J. S., Ramírez, E. R., & Aristega, J. E. M. (2022). Case study: gamification as a strategy for vocabulary learning in university students. Ciencia Latina Revista Científica Multidisciplinar, 6(6), 7992-8005. https://doi.org/10.37811/cl_rcm.v6i6.3970
37. Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
38. Doğru, M. (2021). Yabancılara Türkçe öğretiminde fiil çatıları. Karamanoğlu Mehmetbey Üniversitesi Edebiyat Fakültesi Dergisi, 4(Yunus Emre ve Türkçe Yılı Yabancı Dil Olarak Türkçe Öğretimi Özel Sayısı), 113–122. https://doi.org/10.7827/TurkishStudies.12458
39. Enayati, F., & Gilakjani, A. P. (2020). The Impact of Computer Assisted Language Learning (CALL) on Improving Intermediate EFL Learners' Vocabulary Learning. International Journal of Language Education, 4(1), 96-112. Retrieved January 2, 2025, from https://eric.ed.gov/?id=EJ1249911
40. Febriani, L., Dewi, M. P., Syahrul, S., & Syafitri, W. (2024). The Effect of Using Kahoot Application to Retain Students’ Vocabulary at the Second Grade of SMP N 3 X Koto. Jurnal Pendidikan Tambusai, 8(1), 1193-1198.
41. Fellag, L. R. (2010). From reading to writing. Pearson Longman.
42. Fitriani, E. S., Tasril, V., & Rizka, A. (2023). Student’s perception on the use of fun vocabulary multimedia in enhancing vocabulary mastery for elementary level. International Journal of English and Applied Linguistics (IJEAL), 3(2), 190-198. https://doi.org/10.47709/ijeal.v3i2.2437
43. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill Education.
44. Godwin-Jones, R. (2018). Contextualized vocabulary learning. Language Learning & Technology, 22(3), 1–19. https://doi.org/10125/44651
45. Golonka, E. M., Bowles, A. R., Frank, V. M., Richardson, D. L., & Freynik, S. (2014). Technologies for foreign language learning: A review of technology types and their effectiveness. Computer Assisted Language Learning, 27(1), 70-105. https://doi.org/10.1080/09588221.2012.700315
46. Graham, C. R., Borup, J., Short, C. R., & Archambault, L. (2019). K-12 blended teaching readiness: Model and instrument development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601
47. Haidari, S. M., Baysal, S., & Kanadlı, S. (2020). The impact of digital technology-mediated foreign language instruction on vocabulary learning: a meta-analytic review. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 236-251. https://doi.org/10.17240/aibuefd.2020.20.52925-552769
48. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences (HICSS), 3025–3034. IEEE. https://doi.org/10.1109/HICSS.2014.377
49. Hossain, M. K., & Al Younus, M. A. (2024). Kahoot in the classroom: a game-changer for motivating english grammar learning in tertiary education in Bangladesh. Journal of Critical Studies in Language and Literature, 5(1), 24-31. https://doi.org/10.46809/jcsll.v5i1.251
50. Hu, W., & Luo, Y. (2024). Chinese English language learners’ vocabulary retention: Investigating the effectiveness of neuro/metacognitive and socio-cultural strategies. BMC Psychology, 12(1), 113. https://doi.org/10.1186/s40359-024-01612-0
51. Hung, H. T. (2017). Clickers in the flipped classroom: Bring your own device (BYOD) to promote student learning. Interactive Learning Environments, 25(8), 983–995. https://doi.org/10.1080/10494820.2016.1240090
52. Kahoot! (n.d.). Company. Retrieved February 7, 2025, from https://kahoot.com/company/
53. Kapp, K. M. (2012). The gamification of training game-based methods and strategies for learning and instruction. Hoboken: John Wiley & Sons.
54. Kasap, T. (2023). The effects of using Kahoot! as a digital tool on enhancing English vocabulary of secondary school students’ learning English as a foreign language (Master’s thesis, Bursa Uludağ University, Turkey). ProQuest Dissertations & Theses Global. https://www.proquest.com/docview/2901816441?fromopenview=true&pq-origsite=gscholar&sourcetype=Dissertations%20&%20Theses
55. Kaur, P. & Nadarajan, R. (2020). Language learning and teaching using kahoot!. International Journal of Modern Education, 2(5), 19-28. https://doi.org/10.35631/ijmoe.25003
56. Kayacı, M. M., & Alperen, A. (2023). WEB 2.0 Araçlarından “Kahoot” un ikinci yabancı dil Almanca dersinde kelime öğrenimine katkısı. Alman Dili ve Kültürü Araştırmaları Dergisi, 5(2), 114-121. https://doi.org/10.55143/alkad.1307516
57. Lai, C. & Wang, Q. (2025). Online informal learning of English and receptive vocabulary knowledge: purpose matters. ReCALL, 37(1), 62-78. https://doi.org/10.1017/s095834402400017x
58. Lashari, T. A., Fiayaz, R., Lashari, S. A., Khan, I., Sultana, S., & Afzal, T. (2024). Kahoot: A game‐based web tool to assess motivation, engagement fun, and learning outcomes among engineers. Computer Applications in Engineering Education, 32(2), e22684. https://doi.org/10.1002/cae.22684
59. Latham-Koenig, C., & Oxenden, C. (2013). English File Intermediate Student’s Book. Oxford University Press.
60. Lee, J. J., & Hammer, J. (2011). Gamification in education: What, how, why bother?. Academic Exchange Quarterly, 15(2), 146-151. Retrieved January 2, 2025, from https://dialnet.unirioja.es/servlet/articulo?codigo=3714308
61. Licorish, S. A., Owen, H., Daniel, B. K., & George, J. L. (2018). Students’ perception of kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1-23. https://doi.org/10.1186/s41039-018-0078-8
62. Liu, C. C., Wang, D., Hwang, G. J., Tu, Y. F., Li, N. Y., & Wang, Y. (2024). Improving information discernment skills: through a concept mapping-based information evaluating framework in a gamified learning context. Interactive Learning Environments, 32(9), 4766-4788.
63. Llerena Medina, E. G., & Rodrí­guez Hurtado, C. P. (2017). Kahoot! A Digital Tool for Learning Vocabulary in a language classroom. Revista Publicando, 4(12(1), 441-449. Retrieved February 2, 2025, from https://revistapublicando.org/revista/index.php/crv/article/view/673
64. Lu, M. M. (2008). Effectiveness of vocabulary learning via mobile phone. Journal of Computer Assisted Learning, 24(6), 515-525. https://doi.org/10.1111/j.1365-2729.2008.00289.x
65. Mahbubah, L. & Anam, S. (2022). Students’ perceptions of the implementation of Kahoot! in English language teaching. Lingua Scientia, 29(1), 23-32. https://doi.org/10.23887/ls.v29i1.35644
66. Masoud, M. M., Aldahami, S. A., & Aljehani, W. M. (2020). The effect of using Kahoot! web-based learning on EFL secondary students’ vocabulary learning. Educational Research International, 9(1), 9-20. Retrieved January 29, 2025, from http://erint.savap.org.pk/PDF/Vol.9.1/ERInt.2020-9.1-02.pdf
67. Mawarni, A. M., Suwandi, .., & Susanto, D. A. (2021). The effectiveness of fun game kahoot as a media in the teaching of vocabulary. Journal of English Language Teaching, Linguistics, and Literature Studies, 1(2), 133-146. https://doi.org/10.30984/jeltis.v1i2.1630
68. Mehring, J. G. (2017). The effects of Quizlet on vocabulary acquisition. International Journal of Emerging Technologies in Learning, 12(2), 139-152.
69. Muna, H., Setiyana, R., & Ismail, F. (2023). A game-based assessment as a formative test in academic performance: teachers’ perspectives on Kahoot!. International Journal of Education, Language, and Religion, 5(2), 180-189. https://doi.org/10.35308/ijelr.v5i2.8661
70. Muryani, R. N. & Yunus, M. (2024). Students’ digital vocabulary learning: experiences, barriers, and adaptive strategies exploration. English Review: Journal of English Education, 12(1), 31-42. https://doi.org/10.25134/erjee.v12i1.9328
71. Mustagis, R. M. S. G., Hijayadi, R., Rufiani, R., Al Mubarok, M. T., Jamilah, J., & Pratiwi, D. (2024). Benefits of Kahoot in improving 7th grade junior highschool English vocabulary: Classroom action research in smp hamong putera ngaglik. English Education and Literature Journal (E-Jou), 4(02), 69-78. https://doi.org/10.53863/ejou.v4i02.1014
72. Nation, I.S.P. (2001). Learning vocabulary in another language. Cambridge University Press.
73. Özdemir, O. (2025). Kahoot! Game‐based digital learning platform: A comprehensive meta‐analysis. Journal of Computer Assisted Learning, 41(1), e13084. https://doi.org/10.1111/jcal.13084
74. Pekrun, R. (2018). “Control-value theory: a social-cognitive approach to achievement emotions” in Big theories revisited 2: A volume of research on sociocultural influences on motivation and learning. eds. G. A. D. Liem and D. M. McInerney (Charlotte, NC: Information Age Publishing), 162–190.
75. Pikhart, M., Klímová, B., Cierniak–Emerych, A., & Dziuba, S. (2023). A comparative analysis of perceived advantages and disadvantages of online learning. Behavioral Sciences, 13(3), 262. https://doi.org/10.3390/bs13030262
76. Plump, C. M., & LaRosa, J. (2017). Using Kahoot! in the classroom to create engagement and active learning: A game-based technology solution for eLearning novices. Management Teaching Review, 2(2), 151–158. https://doi.org/10.1177/2379298116689783
77. Poupore, G. (2016). Measuring group work dynamics and its relation with l2 learners’ task motivation and language production. Language Teaching Research, 20(6), 719-740. https://doi.org/10.1177/1362168815606162
78. Purnawan, N., Padmadewi, N. N., & Budiarta, L. G. R. (2022). The effect of online gamification quiz application on vocabulary mastery for young english learners. Jurnal Inovasi Dan Teknologi Pembelajaran, 9(1), 33-43. https://doi.org/10.17977/um031v9i12022p033
79. Puspitasari, I. & Arifin, S. (2023). Implementation of gamification on learning motivation: a meta-analysis study. International Journal of Progressive Sciences and Technologies, 40(1), 356-360. https://doi.org/10.52155/ijpsat.v40.1.5596
80. Putri, A. R. (2019). The effectiveness of using Kahoot game to improve students’ vocabulary comprehension: A quasi-experimental research of seventh grade students of SMP N 15 Semarang in the academic year of 2019/2020 (Undergraduate thesis). Universitas Negeri Semarang (UNNES), Semarang, Indonesia.
81. Putwain, D. W. (2009). Assessment and examination stress in Key Stage 4. British Educational Research Journal, 35(3), 391-411. https://doi.org/10.1080/01411920802044404
82. Rahmadani, F. G., Saman, T. N., & Bahing. (2024). Students’ perception of game-based learning using Kahoot! in learning English. Ebony Journal of English Language Teaching Linguistics and Literature, 4(1), 28-38. https://doi.org/10.37304/ebony.v4i1.12442
83. Ramzan, M., Javaid, Z. K., Kareem, A., & Mobeen, S. (2023). Amplifying classroom enjoyment and cultivating positive learning attitudes among ESL learners. Pakistan Journal of Humanities and Social Sciences, 11(2), 2236-2246. https://doi.org/10.52131/pjhss.2023.1102.0522
84. Reynolds, E. D., & Taylor, B. (2020). Kahoot!: EFL instructors' implementation experiences and impacts on students' vocabulary knowledge. Computer-Assisted Language Learning Electronic Journal, 21(2), 70–92. Retrieved December 11, 2024, from https://old.callej.org/journal/21-2/Reynolds-Taylor2020.pdf
85. Roediger, H. L., & Butler, A. C. (2011). The critical role of retrieval practice in long-term retention. Trends in Cognitive Sciences, 15(1), 20-27. https://doi.org/10.1016/j.tics.2010.09.003
86. Rojabi, A. R., Setiawan, S., Munir, A., Purwati, O., Safriyani, R., Hayuningtyas, N., … & Amumpuni, R. S. (2022). Kahoot, is it fun or unfun? gamifying vocabulary learning to boost exam scores, engagement, and motivation. Frontiers in Education, 7. https://doi.org/10.3389/feduc.2022.939884
87. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
88. Saari, J., & Varjonen, V. (2021). Digital games and second language acquisition: The effect of Gimkit! and Kahoot! on upper secondary school students' vocabulary acquisition and motivation (Master’s thesis, University of Turku). University of Turku Digital Repository. Retrieved January 26, 2025, from https://www.utupub.fi/bitstream/handle/10024/152962/MA_Thesis_Saari_Varjonen.pdf?se
89. Sahak, A. A. M., Rahman, A. W. A., Ismail, M. R. F. H. R., Rohiat, M. A., Yazid, N. D. M., Aminudin, S. N., & Zakariah, S. H. (2021). Students’ acceptance towards Kahoot application in mastering culinary terminology. Jurnal Pendidikan Teknologi Dan Kejuruan, 27(1), 1-6. https://doi.org/10.21831/jptk.v27i1.38391
90. Sanosi, A. B. (2018). The effect of quizlet on vocabulary acquisition. Asian J. Educ. E-Learn., 6, 71-77. https://doi.org/10.24203/ajeel.v6i4.5446
91. Schmitt, N. (2000). Vocabulary in language teaching. Cambridge University Press.
92. Shalatska, H. M. (2021). The use of Kahoot! in the process of learning foreign language for specific purposes. Bulletin of Luhansk Taras Shevchenko National University, 7 (345), 247-254. https://doi.org/10.12958/2227-2844-2021-7(345)-247-254
93. Simonnet, E., Loiseau, M., & Lavoué, É. (2024). A systematic literature review of technology‐assisted vocabulary learning. Journal of Computer Assisted Learning, 41(1). https://doi.org/10.1111/jcal.13096
94. Situmorang, K. M. & Simanjuntak, D. C. (2023). Efl teachers’ perceptions of Kahoot as an online learning platform in promoting basic English vocabulary. Journal of Languages and Language Teaching, 11(2), 251-262. https://doi.org/10.33394/jollt.v11i2.7525
95. Slavin, R. E. (2014). Cooperative learning and academic achievement: Why does groupwork work? Anales de Psicología/Annals of Psychology, 30(3), 785–791. https://doi.org/10.6018/analesps.30.3.201201
96. Sutrisno, D., & Abidin, N. A. Z. (2023). Unleashing the power of pixels: Digital gaming as an unconventional catalyst for spontaneous language learning in an EFL environment. Teaching English as a Foreign Language Journal, 2(1), 20-35. https://doi.org/10.12928/tefl.v2i1.434
97. Sweller, J. (1994). Cognitive load theory, learning difficulty, and instructional design. Learning and Instruction, 4(4), 295-312. https://doi.org/10.1016/0959-4752(94)90003-5
98. Tahounehchi, S. (2021). The impact of mobile technology on vocabulary learning of l2 learners: the case of whatsapp application. The Journal of Asia TEFL, 18(1), 223-234. https://doi.org/10.18823/asiatefl.2021.18.1.13.223
99. Tan, A. W. L., & Goh, L. H. (2020). Comparing the effectiveness of direct vocabulary instruction and incidental vocabulary learning in improving the academic vocabulary of Malaysian tertiary students. Pertanika Journal of Social Sciences & Humanities, 28(S2), 263–279. Retrieved November 20, 2024, from http://www.pertanika.upm.edu.my/resources/files/Pertanika%20PAPERS/JSSH%20Vol.%2028%20(S2)%202020/16%20JSSH(S)-1266-2019.pdf
100. Tao, Y., & Zou, B. (2023). Students’ perceptions of the use of Kahoot! in English as a foreign language classroom learning context. Computer Assisted Language Learning, 36(8), 1668-1687. https://doi.org/10.1080/09588221.2021.2011323
101. Taylor, B., & Reynolds, E. (2018). Building vocabulary skills and classroom engagement with Kahoot!. In Proceedings of the 26th Korea TESOL International Conference (p. 89). Seoul, Korea: Korea TESOL. Retrieved January 28, 2025, from https://www.koreatesol.org/sites/default/files/pdf_publications/KOTESOL.2018--Extended.Summaries..pdf#page=89
102. Temizyürek, F. & Dündar, Ş. N. (2023). A review on the use of microlearning approach in teaching Turkish as a foreign language. Çukurova Araştırmaları Dergisi, 9(1), 01-15. https://doi.org/10.29228/cukar.66002
103. Tevetoğlu, K. & Korkmaz, Ö. (2024). The effects of digital educational games on secondary school students’ attitudes towards elective English class and on increasing their English listening skills and vocabulary. Participatory Educational Research, 11(3), 79-97. https://doi.org/10.17275/per.24.35.11.3
104. Truong, M. T., & Dinh, H. N. (2024). Using Kahoot! to Teach English Vocabulary: Benefits, Drawbacks, and Actual Impacts from Students’ Perspective. Computer-Assisted Language Learning Electronic Journal, 25(2), 201-223. Retrieved January 22, 2025, from https://callej.org/index.php/journal/article/view/452/378
105. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.
106. Waang, G. P. (2023). Maximizing the potential of multimedia in indonesia: enhancing engagement, accessibility, and learning outcomes. Academic Society for Appropriate Technology, 9(3), 235-245. https://doi.org/10.37675/jat.2023.00409
107. Wang, A. I. (2015). The wear out effect of a game-based student response system. Computers & Education, 82, 217–227. https://doi.org/10.1016/j.compedu.2014.11.004
108. Wang, H., Xu, L., & Li, J. (2023). Connecting foreign language enjoyment and English proficiency levels: The mediating role of L2 motivation. Frontiers in Psychology, 14, 1054657. https://doi.org/10.3389/fpsyg.2023.1054657
109. Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818. https://doi.org/10.1016/j.compedu.2020.103818
110. Wangi, N. B. S., Chandra, N. E., Ali, A. Z., Aulia, L. L., Zahid, A., Triutami, M. W., Biroudloh, F. (2022). Application of gamification-based online learning on student learning outcomes during the covid-19 pandemic. International Journal of Research and Review, 9(11), 554-561. https://doi.org/10.52403/ijrr.20221172
111. Werbach, K., & Hunter, D. (2012). For the win: How gamethinking can revolutionize your business. Philadelphia, PA: Wharton Digital Press.
112. Xu, C. (2024). Enhancing English vocabulary acquisition through integrated teaching approaches. Lecture Notes in Education Psychology and Public Media, 56(1), 142-151. https://doi.org/10.54254/2753-7048/56/20241626
113. Yu, Z. (2023). Learning outcomes, motivation, and satisfaction in gamified English vocabulary learning. Sage Open, 13(2), 1-14. https://doi.org/10.1177/21582440231158332
114. Yuan, Y. (2019). Empirical study on the mobile app-aided college English vocabulary teaching. International Journal of Engineering and Technology, 11(1), 68–74. https://doi.org/10.7763/ijet.2019.v11.1125
115. Yunus, M. M., Suliman, A., Huei, L. S., Kai, T. F., & Kiew, S. (2020). The use of voca-lens to enhance the students vocabulary repertoire. International Journal of English Language and Literature Studies, 9(3), 172-184. https://doi.org/10.18488/journal.23.2020.93.172.184
116. Yürük, N. (2019). Edutainment: Using Kahoot! as a review activity in foreign language classrooms. Journal of Educational Technology and Online Learning, 2(2), 89-101. https://doi.org/10.31681/jetol.557518
117. Zainal, N. H. (2023). University students’ perspectives on gamification in vocabulary learning: a literature review. Malaysian Journal of Social Sciences and Humanities (MJSSH), 8(5), e002314. https://doi.org/10.47405/mjssh.v8i5.2314
118. Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamified e-quizzes on student learning and engagement: A study in a Malaysian higher education institution. Computers & Education, 145, 103708. https://doi.org/10.1016/j.compedu.2019.103729
119. Zeng, J., Sun, D., Looi, C., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: a comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology, 55(6), 2478-2502. https://doi.org/10.1111/bjet.13471
120. Zhang, S., & Hasim, Z. (2023). Gamification in EFL/ESL instruction: A systematic review of empirical research. Frontiers in Psychology, 13, 1030790. https://doi.org/10.3389/fpsyg.2022.1030790
121. Zichermann, G., & Cunningham, C. (2011). Gamification by design: Implementing game mechanics in web and mobile apps. Sebastopol, CA: O’Reilly Media.
122. Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2
123. Zulfirah, W., Darmawan, D., & Maf'ulah, M. (2023). The effectiveness of Kahoot game in improving students' vocabulary mastery. Datokarama English Education Journal, 4(2), 85-98. https://doi.org/10.24239/dee.v4i2.75