Beware of What Lurks in the Margin: Glosses, Mobile Digital Games, and Incidental Vocabulary Learning.

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Bibliographic Details
Title:	Beware of What Lurks in the Margin: Glosses, Mobile Digital Games, and Incidental Vocabulary Learning.
Authors:	Rasti-Behbahani, Amin¹, Abugohar, Mohammed Abdulgalil¹ mabugohar@du.edu.om, Khallaf, Nagwa Mohammed¹
Source:	International Journal of Interactive Mobile Technologies. 2024, Vol. 18 Issue 20, p169-185. 17p.
Subjects:	Incidental learning, Gamification, Adventure games, Mobile games, Video games
Abstract:	The study was set to investigate the effectiveness of meaning-given (meaning-G) and multiple-choice (choice-G) glosses in enhancing incidental vocabulary learning by word learning activities developed with a tablet digital game (DGBVL). Fifty-four Persian speakers (13-14 years old) were divided into meaning, choice, and control (CG) groups randomly after their vocabulary knowledge sizes were measured (2100-2400). After administering two pretests, measuring receptive and productive knowledge of 20 concrete nouns, participants played a commercial adventure game. They read a modified game guide and completed a chapter of the game in pairs. Meaning-G had a single Persian definition, choice-G had three, and CG had none on the page margins. Three weeks later, the participants took post-tests, receptive and productive, without forewarning. Moreover, qualitative data were collected. Results showed that 1) DGBVL activities could enhance incidental learning of the target words regardless of the gloss types; 2) contrary to our expectations, meaning-G enhanced target word productive knowledge acquisition much more effectively than choice-G; and 3) glosses led to different vocabulary learning strategies. This study extends the literature by advising prospective teachers to employ meaning-G to enhance vocabulary acquisition through DGBVL activities effectively. [ABSTRACT FROM AUTHOR]
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Database:	Engineering Source

Description
Abstract:	The study was set to investigate the effectiveness of meaning-given (meaning-G) and multiple-choice (choice-G) glosses in enhancing incidental vocabulary learning by word learning activities developed with a tablet digital game (DGBVL). Fifty-four Persian speakers (13-14 years old) were divided into meaning, choice, and control (CG) groups randomly after their vocabulary knowledge sizes were measured (2100-2400). After administering two pretests, measuring receptive and productive knowledge of 20 concrete nouns, participants played a commercial adventure game. They read a modified game guide and completed a chapter of the game in pairs. Meaning-G had a single Persian definition, choice-G had three, and CG had none on the page margins. Three weeks later, the participants took post-tests, receptive and productive, without forewarning. Moreover, qualitative data were collected. Results showed that 1) DGBVL activities could enhance incidental learning of the target words regardless of the gloss types; 2) contrary to our expectations, meaning-G enhanced target word productive knowledge acquisition much more effectively than choice-G; and 3) glosses led to different vocabulary learning strategies. This study extends the literature by advising prospective teachers to employ meaning-G to enhance vocabulary acquisition through DGBVL activities effectively. [ABSTRACT FROM AUTHOR]
ISSN:	18657923
DOI:	10.3991/ijim.v18i20.50247