Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

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Author(s): Emad A. Alghamdi (King Abdulaziz University, Saudi Arabia)
Copyright: 2022
Pages: 22
Source title: Research Anthology on Developments in Gamification and Game-Based Learning
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3710-0.ch027

Keywords: Educational Technologies / Gaming in Education / Information Science Reference / Knowledge Management and Library Science

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Abstract

Given the crucial role of vocabulary knowledge in language development, the literature is replete with studies that explore the effects of various vocabulary learning strategies. This chapter taps into two areas of research on vocabulary learning, multimodal glossing and digital gaming, and reports on an experimental study whose aim was to investigate the effect of providing EFL students (n=162) with three gloss conditions (L1 test + picture, L2 text + picture, and picture-only) when they play a video game on their vocabulary acquisition and retention. The students took two vocabulary tests immediately after playing the game, and again two weeks later. The findings revealed that while all groups benefited from multimodal glossing, the L1 text + picture gloss group significantly performed better than the other two groups in the acquisition and retention of the targeted words. The chapter concludes by discussing the limitations of the current study and suggesting new directions for future research.

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Effects of Using Multimodal Glosses in Video Games to Enhance Incidental Vocabulary Learning and Retention

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