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

Authors

  • Qing Wu Wuhan University
  • Jingwei Zhang Wuhan University
  • Chuanyi Wang Tsinghua University

DOI:

https://doi.org/10.3991/ijet.v15i17.11758

Keywords:

digital game, English vocabulary, meta-analysis

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.

Author Biography

Chuanyi Wang, Tsinghua University

I am asscociate professor at Institute of Education, Tsinghua University.  My research interest is higher education, education evaluation, big data mining in education.

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Published

2020-09-11

How to Cite

Wu, Q., Zhang, J., & Wang, C. (2020). The Effect of English Vocabulary Learning with Digital Games and its Influencing Factors based on the Meta- Analysis of 2,160 Test Samples. International Journal of Emerging Technologies in Learning (iJET), 15(17), pp. 85–100. https://doi.org/10.3991/ijet.v15i17.11758

Issue

Vol. 15 No. 17 (2020)

Section

Papers

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