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Bridging Language and Discipline: The Impact of Digital Game-Based Learning on Technical Vocabulary Acquisition and Motivation

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Title: Bridging Language and Discipline: The Impact of Digital Game-Based Learning on Technical Vocabulary Acquisition and Motivation
Language: English
Authors: Feng Tian (ORCID 0009-0006-1905-3921), Da Yan (ORCID 0000-0002-1265-9772), Irfan Naufal Umar
Source: Journal of Educational Computing Research. 2026 64(4):791-820.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 30
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Game Based Learning, Vocabulary Development, Languages for Special Purposes, French, Undergraduate Students, Electronic Learning, Teaching Methods, Recall (Psychology), Student Motivation, Agricultural Education, Majors (Students), Plants (Botany), Food Processing Occupations, Educational Games, Second Language Learning, Foreign Countries
Geographic Terms: China
DOI: 10.1177/07356331251414550
ISSN: 0735-6331
1541-4140
Abstract: Technical vocabulary instruction in Foreign Language for Specific Purposes (FLSP) contexts poses persistent challenges due to its low frequency in daily communication. Drawing on the Self-Determination Theory (SDT) and informed by the Cognitive Theory of Multimedia Learning (CTML), this quasi-experimental study examined the effectiveness of digital game-based learning (DGBL) on the short- and long-term acquisition of French technical vocabulary, and on both intrinsic and extrinsic motivation, as well as on the predictive relationship between motivation and vocabulary retention. Fifty-nine undergraduates majoring in viticulture and enology participated in a six-week intervention through a WeChat-based mini program specifically designed for professional French vocabulary learning. Quantitative analyses, including a mixed-design ANOVA, non-parametric tests, and hierarchical regression, were conducted to investigate vocabulary performance and motivational influences. Results indicated that the DGBL group achieved significantly greater vocabulary gains and stronger long-term retention than the control group. Students exposed to DGBL also reported higher levels of overall, intrinsic motivation and identified regulation, demonstrating enhanced autonomy and competence as postulated by SDT. Regression analysis further revealed that DGBL moderated the relationship between motivation and retention, helping students with lower motivation attain comparable performance levels. Overall, the findings support the value of DGBL in technical vocabulary instruction and in fostering autonomous motivation.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1502470
Database: ERIC
FullText Text:
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  Data: Bridging Language and Discipline: The Impact of Digital Game-Based Learning on Technical Vocabulary Acquisition and Motivation
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Feng+Tian%22">Feng Tian</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-1905-3921">0009-0006-1905-3921</externalLink>)<br /><searchLink fieldCode="AR" term="%22Da+Yan%22">Da Yan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1265-9772">0000-0002-1265-9772</externalLink>)<br /><searchLink fieldCode="AR" term="%22Irfan+Naufal+Umar%22">Irfan Naufal Umar</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Educational+Computing+Research%22"><i>Journal of Educational Computing Research</i></searchLink>. 2026 64(4):791-820.
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 30
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Languages+for+Special+Purposes%22">Languages for Special Purposes</searchLink><br /><searchLink fieldCode="DE" term="%22French%22">French</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Recall+%28Psychology%29%22">Recall (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Agricultural+Education%22">Agricultural Education</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Plants+%28Botany%29%22">Plants (Botany)</searchLink><br /><searchLink fieldCode="DE" term="%22Food+Processing+Occupations%22">Food Processing Occupations</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1177/07356331251414550
– Name: ISSN
  Label: ISSN
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  Data: 0735-6331<br />1541-4140
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Technical vocabulary instruction in Foreign Language for Specific Purposes (FLSP) contexts poses persistent challenges due to its low frequency in daily communication. Drawing on the Self-Determination Theory (SDT) and informed by the Cognitive Theory of Multimedia Learning (CTML), this quasi-experimental study examined the effectiveness of digital game-based learning (DGBL) on the short- and long-term acquisition of French technical vocabulary, and on both intrinsic and extrinsic motivation, as well as on the predictive relationship between motivation and vocabulary retention. Fifty-nine undergraduates majoring in viticulture and enology participated in a six-week intervention through a WeChat-based mini program specifically designed for professional French vocabulary learning. Quantitative analyses, including a mixed-design ANOVA, non-parametric tests, and hierarchical regression, were conducted to investigate vocabulary performance and motivational influences. Results indicated that the DGBL group achieved significantly greater vocabulary gains and stronger long-term retention than the control group. Students exposed to DGBL also reported higher levels of overall, intrinsic motivation and identified regulation, demonstrating enhanced autonomy and competence as postulated by SDT. Regression analysis further revealed that DGBL moderated the relationship between motivation and retention, helping students with lower motivation attain comparable performance levels. Overall, the findings support the value of DGBL in technical vocabulary instruction and in fostering autonomous motivation.
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  Data: 2026
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  Data: EJ1502470
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        Value: 10.1177/07356331251414550
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        PageCount: 30
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      – SubjectFull: China
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      – TitleFull: Bridging Language and Discipline: The Impact of Digital Game-Based Learning on Technical Vocabulary Acquisition and Motivation
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