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Description
Most evidence on gamified language learning comes from older learners and typically measures only immediate recall, leaving open whether gamified gains actually last. This quasi-experiment addresses that gap by focusing on young learners and delayed vocabulary retention. Primary EFL students aged 7-11 at a private language center in southern Vietnam formed two intact groups. The experimental group learned target words through a gamified learning management system that layered points, badges, and progress feedback onto its exercises, while the control group was taught the same words conventionally by the same teacher over the same six weeks. Holding content, teacher, and timetable constant meant the game mechanics were the only systematic difference. Vocabulary was assessed at baseline, immediately after instruction, and again four weeks later using parallel forms. Because the groups differed slightly at the outset, ANCOVA controlled for baseline scores. The gamified group outperformed the control group at both the immediate and delayed post-test, and the advantage was durable: its scores held steady across the four weeks while the control group declined. Learners also reported positive attitudes toward the platform. The findings suggest that a well-designed gamified LMS can foster lasting vocabulary retention in young EFL learners.
Keywords: gamification; LMS; vocabulary retention; young learners; EFL
