Vocabulary learning by gaming : A systematic literature review

Sammanfattning

This thesis presents a systematic literature review examining digital gaming asa tool for vocabulary learning in English as a Foreign Language (EFL). Thestudy investigates how gaming contributes to vocabulary learning, what typesof words learners acquire through gaming, how gaming can be integrated intoeducational contexts, and what effects gaming has on vocabularydevelopment. Eight empirical peer-reviewed studies published between 2014 and 2023 were selected through database searches in ERIC and Scopus, andanalyzed using manifest content analysis. The results indicate that gamingsupports vocabulary learning through contextualized language exposure,motivation, interaction, and role-playing. The vocabulary learned ispredominantly English and often content-specific to the game environment,supported by multimodal input such as subtitles, sound, and visual elements. In educational contexts, gaming can be incorporated through performance-based learning, collaborative tasks, immersive digital or virtual reality environments, and supplementary materials such as glossary lists to supportretention. However, the findings also show that empirical evidence regardingthe direct effect of gaming on vocabulary learning remains limited and difficultto isolate from other ongoing learning processes. Overall, the review suggeststhat digital gaming can function as a complementary resource for vocabularylearning in EFL classrooms when combined with pedagogical support.