Abstract
Vocabulary development plays a critical role in supporting comprehension and content learning. This study explored seventh grade students’ engagement and motivation when learning vocabulary through technology-based and non-technology-based games. The purpose was to examine how gamified instruction influenced participation and learning. Findings indicated that students demonstrated higher levels of engagement and excitement when lessons included friendly competition. Both technology-based and non-technology-based games encouraged active participation and sustained attention during vocabulary instruction. This study found that when vocabulary was gamified through technology and non-technology games, the students were more motivated to participate and learn, leading to stronger achievement and student success. These findings support the intentional use of game-based instructional strategies to enhance vocabulary learning and promote student success in classrooms.
Recommended Citation
Holmes, Melissa; Chai, Hannah; Columbia Embury, Dusty; and Fleming, Michelle A.
(2026)
"Competition in the Classroom: Using Technology and Non-Technology Games to Engage and Motivate Vocabulary Learners,"
Ohio Journal of Teacher Education: Vol. 41:
No.
1, Article 4.
Available at:
https://www.exhibit.xavier.edu/ojte/vol41/iss1/4
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