Digital Game-Based Vocabulary Learning Using Kahoot! Perceptions, Engagement, and Achievement Among Moroccan EFL Young Learners
To investigate the effectiveness of game-based learning (GBL) using Kahoot! on vocabulary achievement and engagement among Moroccan young EFL learners.
This study addresses the limited research on the impact of digital GBL tools in Moroccan EFL classrooms, particularly among young learners. It also offers novel evidence from a Moroccan context and demonstrates a connection between GBL and young learners’ vocabulary development.
Quasi-experimental design with 60 intermediate EFL learners divided into experimental and control groups; data analyzed using descriptive statistics, Wilcoxon Signed-Rank, Mann–Whitney U, and Spearman correlation tests.
Provides empirical evidence on the benefits and limitations of GBL in vocabulary instruction and highlights the complex relationship between engagement and learning outcomes.
The experimental group showed significantly improved vocabulary scores after the GBL intervention using Kahoot! (Md = 6 vs. Md = 5; Z = –6.726, p < .001), while the control group showed no significant gain (Z = –0.421, p = .674). A Mann–Whitney U test confirmed a significant difference between groups (U = 168.50, p < .001). However, a surprising non-significant negative correlation was found between engagement and post-test performance (ρ = –0.12, p = .373, n = 60).
Future research should consider incorporating digital games like Kahoot! to enhance vocabulary learning and increase student motivation.
Further research is needed to explore the role of engagement as a variable influencing vocabulary learning outcomes.
Enhancing the use of GBL could improve language learning by promoting more interactive, learner-centered practices in Moroccan EFL classrooms and by supporting the quality of language instruction.
Further studies should investigate the long-term impacts of GBL, its effects on other language domains, and comparative studies across different learner demographics, as well as examine contextual factors such as the classroom environment and teacher digital readiness.
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