The Effects of Game-Based Learning on Vocabulary Knowledge and Motivation in Teaching English as a Foreign Language: A Systematic Review of the 2015-2025 Period
Psycho-Educational Research Reviews, cilt.15, sa.1, ss.84-98, 2026 (Hakemli Dergi)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 15 Sayı: 1
- Basım Tarihi: 2026
- Doi Numarası: 10.52963/perr_biruni_v15.n1.07
- Dergi Adı: Psycho-Educational Research Reviews
- Sayfa Sayıları: ss.84-98
- Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
- Yıldız Teknik Üniversitesi Adresli: Evet
Özet
The present study sought to examine, through a systematic lens, how game-based learning approaches influence EFL learners' vocabulary acquisition and motivational orientations. Following the PRISMA 2020 reporting framework (Page et al., 2021), a comprehensive database search was carried out across Web of Science, Scopus, and Google Scholar, targeting studies published within the 2015–2025 timeframe. An initial pool of 74 records was screened against predefined eligibility criteria, yielding a final sample of 13 empirical studies for in-depth analysis. Evidence drawn from the reviewed studies reveals that game-based and gamification-oriented instructional approaches tend to yield reliable, favourable outcomes for learner motivation, with the majority of studies also documenting notable improvements in lexical knowledge. The results collectively point to the critical role of context-responsive pedagogical planning that accounts for game format, duration of implementation, and individual learner attributes.