The Effects of a Kahoot!-Based Gamified Intervention on Vocabulary Learning among A1 Students

ROQUE JACINTO HERNANDEZ BUSTOS

doi:10.66836/linguatech.v2n2.%p

Authors

ROQUE JACINTO HERNANDEZ BUSTOS Universidad de las Artes Author https://orcid.org/0009-0004-8260-500X

DOI:

https://doi.org/10.66836/linguatech.v2n2.%25p

Keywords:

gamification, Kahoot, vocabulary, A1 English, secondary education

Abstract

Vocabulary acquisition remains a persistent challenge for A1 English learners, particularly when exposure time is limited and classroom practice relies heavily on memorization. This study aimed to determine the effect of a Kahoot!-based gamified intervention on vocabulary learning and to describe students' perceptions of the experience. A quantitative, one-group pre-experimental design was implemented with 35 ninth-grade students aged 13 to 14. The intervention included six 45-minute sessions structured around activation, knowledge building, and consolidation. A vocabulary test was administered before and after the intervention, followed by an eight-item perception survey. The mean score increased from 6.23 (SD = 3.05) to 7.51 (SD = 1.69), representing a gain of 1.28 points. The Wilcoxon signed-rank test indicated a statistically significant difference (Z = -2.563; p = .010) with a moderate effect size (r = .43). Nineteen participants improved, three obtained the same score, and thirteen scored lower. Survey responses showed high acceptance, perceived accessibility, sustained interest, and increased participation. The findings suggest that gamification can strengthen receptive and productive vocabulary when it is aligned with explicit language objectives, immediate feedback, and contextualized opportunities for use.

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