The Effect of English Vocabulary Learning with Digital Games and its Influencing Factors based on the Meta- Analysis of 2,160 Test Samples

Qing Wu, Jingwei Zhang, Chuanyi Wang

Abstract


This study was conducted to test the effects of digital games on Asian students’ English vocabulary learning. Data used in this study were collected from Web of Science (WoS) and Education Resources Information Center (ERIC) from 2008 to 2018. A meta-analysis was performed to minimize heterogeneity between studies. The data were analyzed and visualized according to effect sizes. The results of this study showed that digital games played a significant role in promoting Asian students’ English vocabulary learning. This study also examined five factors that influenced students’ English vocabulary learning, including learning stage, game-aided teaching method, native language background, game platform, and game scenario. Effects of these factors were compared by referring to the standards for effect sizes. The result indicated that native language background had the most prominent impact, while negative transfer of native language hindered the vocabulary learning of Asian students. The effects of game platform, game-aided teaching method, and game scenario were not significant. The implication of this study is that creating context-based, high-quality educational games is a promising approach to promote Asian students’ English language learning.

Keywords


digital game; English vocabulary; meta-analysis

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Copyright (c) 2020 Qing Wu, Jingwei Zhang, Chuanyi Wang


International Journal of Emerging Technologies in Learning (iJET) – eISSN: 1863-0383
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