The effects of gamification on vocabulary learning among English as a foreign language (EFL) undergraduates in a Malaysian private University

The aims of this study were: to evaluate the effectiveness of gamification on the learning and retention of vocabulary among undergraduates, to evaluate the effectiveness of game elements: leader boards and rewards, in retaining students_ vocabulary, and to understand students_ perspectives of gamification. In this quasi-experimental study, the sequential mixed method was used. There were three groups of students, one control (n=18) and two experimental groups (Group 1 n=19, and Group 2 n=20), from mixed backgrounds and nationalities. Data was collected quantitatively through pre, post and delayed post vocabulary tests, and qualitatively using semi structured interviews. A questionnaire, observation checklists, Moodle analytics and activity completion form were used as instruments. The data from these instruments were used to triangulate the quantitative and qualitative data. The quantitative data was analysed using descriptive and inferential statistics: t-tests and ANOVA and the qualitative data was analysed thematically. Quantitative results showed that the experimental groups_ vocabulary increased significantly compared to the control group where the alpha values for both vocabulary sets were p