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Instructional Formats and Digital Game-Based Vocabulary Learning Activities: The Role of Extraneous Cognitive Load

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Title: Instructional Formats and Digital Game-Based Vocabulary Learning Activities: The Role of Extraneous Cognitive Load
Language: English
Authors: Amin Rasti-Behbahani (ORCID 0000-0002-1507-6986), Nagwa Mohammed Khallaf (ORCID 0009-0001-0034-7544), Yazdan Choubsaz (ORCID 0000-0002-4916-5573)
Source: Australian Journal of Applied Linguistics. 2026 9.
Availability: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
Peer Reviewed: Y
Page Count: 26
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Computer Games, Educational Games, Game Based Learning, Vocabulary Development, Learning Activities, Cognitive Processes, Difficulty Level, Arabic, College Freshmen, Language Tests, Receptive Language, Short Term Memory, Retention (Psychology), Video Games, Foreign Countries
Geographic Terms: Oman
ISSN: 2209-0959
Abstract: This research examined the impact of minimizing extraneous cognitive load on incidental vocabulary learning during digital game-based vocabulary learning (DGBVL) activities. The participants were 70 Arabic-speaking university freshmen (CEFR A2) who were randomly assigned to an Integration Group, where the extraneous load was minimized, and a Control Group, where it was not. The students played an arcade-style online game that taught them ten low-frequency pseudowords. Then they were given Immediate and Delayed post-tests, which measured eight areas of word knowledge, including both receptive and productive skills. A 2 × 2 repeated-measures MANOVA revealed significant main effects of group and time. The integration format, which was less cumbersome for their working memory, allowed the participants to experience more vocabulary gains and better retention than the control group. The advantages were particularly strong for the productive aspect of word knowledge, which demands more from working memory. These results support the hypothesis that the proper minimization of extraneous cognitive load may lead to an increase in both learning efficiency and retention. It therefore emphasizes the significance of teacher intervention in the design of DGBVL with extraneous cognitive load as a factor.
Abstractor: As Provided
Entry Date: 20260101
Accession Number: EJ1511039
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Instructional Formats and Digital Game-Based Vocabulary Learning Activities: The Role of Extraneous Cognitive Load
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Amin+Rasti-Behbahani%22">Amin Rasti-Behbahani</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1507-6986">0000-0002-1507-6986</externalLink>)<br /><searchLink fieldCode="AR" term="%22Nagwa+Mohammed+Khallaf%22">Nagwa Mohammed Khallaf</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0001-0034-7544">0009-0001-0034-7544</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yazdan+Choubsaz%22">Yazdan Choubsaz</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4916-5573">0000-0002-4916-5573</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Australian+Journal+of+Applied+Linguistics%22"><i>Australian Journal of Applied Linguistics</i></searchLink>. 2026 9.
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  Data: Castledown Publishers. Ground Level, 470 St Kilda Road, Melbourne, 3004, Australia. Tel: +61-3-7003-8355; e-mail: contact@castledown.com; Web site: https://castledown.online/journals/ajal/
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  Data: Y
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  Data: 26
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  Data: 2026
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Computer+Games%22">Computer Games</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Vocabulary+Development%22">Vocabulary Development</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Cognitive+Processes%22">Cognitive Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Arabic%22">Arabic</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Language+Tests%22">Language Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Receptive+Language%22">Receptive Language</searchLink><br /><searchLink fieldCode="DE" term="%22Short+Term+Memory%22">Short Term Memory</searchLink><br /><searchLink fieldCode="DE" term="%22Retention+%28Psychology%29%22">Retention (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Games%22">Video Games</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink>
– Name: Subject
  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Oman%22">Oman</searchLink>
– Name: ISSN
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  Data: 2209-0959
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This research examined the impact of minimizing extraneous cognitive load on incidental vocabulary learning during digital game-based vocabulary learning (DGBVL) activities. The participants were 70 Arabic-speaking university freshmen (CEFR A2) who were randomly assigned to an Integration Group, where the extraneous load was minimized, and a Control Group, where it was not. The students played an arcade-style online game that taught them ten low-frequency pseudowords. Then they were given Immediate and Delayed post-tests, which measured eight areas of word knowledge, including both receptive and productive skills. A 2 × 2 repeated-measures MANOVA revealed significant main effects of group and time. The integration format, which was less cumbersome for their working memory, allowed the participants to experience more vocabulary gains and better retention than the control group. The advantages were particularly strong for the productive aspect of word knowledge, which demands more from working memory. These results support the hypothesis that the proper minimization of extraneous cognitive load may lead to an increase in both learning efficiency and retention. It therefore emphasizes the significance of teacher intervention in the design of DGBVL with extraneous cognitive load as a factor.
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  Data: 20260101
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  Data: EJ1511039
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Computer Games
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Vocabulary Development
        Type: general
      – SubjectFull: Learning Activities
        Type: general
      – SubjectFull: Cognitive Processes
        Type: general
      – SubjectFull: Difficulty Level
        Type: general
      – SubjectFull: Arabic
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Language Tests
        Type: general
      – SubjectFull: Receptive Language
        Type: general
      – SubjectFull: Short Term Memory
        Type: general
      – SubjectFull: Retention (Psychology)
        Type: general
      – SubjectFull: Video Games
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Oman
        Type: general
    Titles:
      – TitleFull: Instructional Formats and Digital Game-Based Vocabulary Learning Activities: The Role of Extraneous Cognitive Load
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            NameFull: Amin Rasti-Behbahani
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            NameFull: Nagwa Mohammed Khallaf
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            NameFull: Yazdan Choubsaz
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              Y: 2026
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              Value: 9
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            – TitleFull: Australian Journal of Applied Linguistics
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