Gamification in Vocabulary Learning: An Analysis of Learners’ Experience in Online Independent English Resources. The 7th CELC Symposium 2025, National University of Singapore, 21-23 May 2025.

Abstract

<p>This presentation is based on a completed Knowledge Exchange Impact Project that leverages the academic expertise at the University of Hong Kong. This initiative is to address the unmet learning needs of target users in the Asia-Pacific region, where there is currently a shortage of comparable gamified resources in the healthcare community. The use of gamification in vocabulary acquisition can make the learning process more interactive, leading to improved learning effectiveness and increased motivation (Jaiswal, 2024). The purposes of the study are two-fold: (1) to transform, extend and gamify the existing materials for undergraduate studies in Dentistry to make the content more engaging for learners and practitioners in health sciences; and (2) to investigate users' experience of using gamified vocabulary learning resources.</p><p><br></p><p>The presentation aims to introduce the development of a gamification web apps (<a href="https://medterms.hku.hk/">Medical Terminology Web - Home (hku.hk</a>), which supports learners to recognize and use medical terms more effectively in preparation for their healthcare studies or careers. The web consists of a range of gamified-oriented design such as interactive games, quizzes, audio pronunciation guides, daily challenges, and sharing of scores on social media. A glossary has been integrated into the website to facilitate users' recognition and application of vocabulary in medical context. Gaming elements such as “points, leaderboards, and rewards create a sense of achievement and intrinsic motivation” (Putu, et al, 2023). The foundational pedagogical approach aims to leverage gamified learning resources to enhance the acquisition of medical terminology. By integrating gamification into the educational process, the initiative seeks to create a more engaging learning experience for learners beyond traditional classroom settings. This pedagogical strategy not only serves to improve retention of word formation and its use in medical context, but also fosters a dynamic learning environment that caters to diverse learning styles. Ultimately, the goal is to empower learners, particularly those from non-academic communities, such as high school and post-secondary students interested in health sciences, as well as healthcare practitioners with lifelong learning opportunities.</p><p><br></p><p>The project team disseminated the web app to seven collaborating schools and units, including secondary and post-secondary institutions in Hong Kong and Mainland China. We conducted nine face-to-face and online demonstration workshops, attended by a total of 477 participants. A built-in analytics system was integrated into the website to measure and track visitor metrics, such as download rates and user logins. In total, 196 responses from the built-in survey were collected. The data was used to assess the social impacts and usefulness of the website resources. User feedback and evaluations offered valuable insights for enhancing curriculum developers’ understanding of learners' needs in medical vocabulary and mobile learning through gameplay. The project findings are relevant to healthcare disciplines such as nursing, dentistry, medicine, and pharmacy in higher education. The presentation will highlight how the project can enhance independent learning, promote technology-driven language acquisition, and ensure sustainable social impact in the community. It will also explore potential challenges, such as how immediate rewards from gamified learning might impede extrinsic motivation and long-term knowledge acquisition.</p>