CULTURE-LANGUAGES-MEDIA

Advanced Level Degree Project in the Major Subject 15 Credits /

Advanced Level

Online Game-Based Learning Platforms and Vocabulary Acquisition for

ESL Learners in Upper Secondary School
Onlinespelbaserade Lärplattformar och Ordförrådsinlärning för ESL elever i Gymnasiet

Aleksander Rudenko

Asia Hussein Ali

Master of Arts in Upper Secondary Education, 300 credits Examiner: Zita Farkas
English Studies and Education Supervisor: Björn Sundmark
2023-06-04
Abstract
Since the Covid19 pandemic there has been a rise in the use of digital platforms such as online-
game based learning platforms (OGBLPs) to diversify the learning experiences of students. This
paper investigates the implementation, challenges, and benefits of online game-based learning
platforms for English learning of students with English as a second language (ESL) in Sweden’s
upper secondary schools. We aimed to explore teachers’ experiences of students’ vocabulary
acquisition and whether it is facilitated by employing OGBLPs. We also examined the benefits
and challenges of using OGBLPs for vocabulary acquisition. For this purpose, we employed a
qualitative approach where five upper secondary school English teachers were interviewed. All
data was later transcribed, where responses from the interviews were used to highlight how
teachers used OGBLPs, and what they considered challenges and benefits. Overall, teachers
reported positive attitudes towards the use of OGBLPs as it influences elements such as student
engagement and leads to increased motivation. However, all participants of this study also claim
that OGBLPs ought to be used in combination with a theme or presentation connected to
curriculum content as they doubt the effectiveness of OGBLPs in vocabulary acquisition when
used in isolation, as a single learning activity.

Key terms: Online-game based learning platforms, gamification, vocabulary acquisition, student
competition and engagement, cooperation and scaffolding.

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Table of Contents
1. Introduction 1
2. Aim and Research Questions 4
3. Literature Review 5
3.1 Online Game-Based Learning Platforms in Relation to Gamification 5
3.2 Vocabulary Acquisition 6
3.3 Krashen’s Input Hypothesis 6
3.4 Competition and Student Engagement 7
3.5 Scaffolding 8
3.5 Vygotsky’s Social Learning Theory 9
4.0 Method 10
4.1 Qualitative Interviews 10
4.2 Participants 11
4.3 Procedure 11
4.5 Method of Analysis 12
4.6 Ethical Considerations 12
5.0 Results 13
5.1 Teachers’ Use and Perceptions of Game-Based Online Platforms 13
5.1.1 Vocabulary Facilitation 13
5.1.2 Implementation of OGBLP into Classrooms 14
5.2 Challenges and Benefits of Using Online Game-Based Learning 15
5.2.1 OGBLP Access 15
5.2.2 Student Engagement, Motivation, and Competition 17
5.2.3 Collaboration Vs Competition 18
5.2.4 Use of Modalities 20
6.0 Discussion 22
6.1 Teachers’ Usage and Perspectives on OGBLP 22
6.1.1 Using Gamification for Engagement and Learning 22
6.1.2 Significance of Gamification In the English Classroom 24
6.2 Benefits and Disadvantages of Using Online Game-Based Learning Platforms 25
6.2.1 Confusion and Distraction 25
6.2.2 Competition and Cooperation Promote Learning 26
6.2.3 Problems With Competition in Relation to Steering Documents 29
6.3 Limitations and Future Directions for Research and Practice in Game-Based Learning 30
7.0 Conclusion 32
8.0 References 34
9.0 Appendices 40
Appendix A: Interview Guide 40
Appendix B: Consent Form 41
1. Introduction
Unprecedented changes in education have been brought about by the COVID-19 pandemic,
causing schools in Sweden to close and obliged teachers to adopt new teaching methods that
were not previously utilized (Godhe & Wennås Brante, 2022). Consequently, educators were
encouraged to teach with new methods without any experience or education in its use, and
thereby mainly referring to previous teaching expertise rather than proven scientific knowledge
revolving around teaching through online tools (Godhe & Wennås Brante, 2022). One of the
methods we have observed educators employ during our education-based training involves using
online game-based learning platforms for vocabulary acquisition (OGBLPs). The reason is that
OGBLPs emphasize student-centered learning where students are engaged in a competitive
activity designed for education (Chu et al., 2022). The process of learning becomes efficient for
students through gamification, where game elements such as competitiveness and rules of play
are applied to areas where they did not exist. Use of such platforms has been demonstrated to be
successful in relation to English language development as students discover new vocabulary
through solo, competitive, or cooperative play (Chu et al., 2022; Abdul Jabbar & Felicia, 2015).
This learning process is vital as learning the English language is a crucial component of
education, particularly for upper secondary schools in Sweden as it prepares learners with the
skills they could require for success in university and future employment.

Although it is expected that teachers should be able to directly transfer knowledge and materials
used in schools to teach with OGBPLs, this is not always the case. Research shows that it is still
uncertain whether teachers were and are prepared to teach with digital tools such as OGBLPs
(Godhe & Wennås Brante, 2022; Chu et al., 2022; Acquah & Katz, 2020; Huizenga, J.C. et al,
2017). On one hand, Godhe & Wennås Brante (2022) affirms through teacher interviews that
teachers need to build more confidence in themselves to use tools available on the internet to
make up for the deprivation of a human body as the use of technologies challenges the relational
work between student and teacher. Confidence is missing due to rapid change that did not enable
teachers to thoroughly plan for teaching practices based on theory acquired during education. On
the other hand, research also shows that using OGBLPs can be an engaging, captivating yet
difficult approach for gaining knowledge, and it allows for variation and independent student-

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centered learning (Chu et al., 2022; Acquah & Katz, 2020). Moreover, it is also easily accessible
as participants use phones, ipads or computers to connect to OGBLPs. However, the research
done about the topic is insufficient since it is a somewhat new situation due to the COVID-19
pandemic, and the implementation of digital tools designed for education.

To begin, Lundahl (2012) argues that it is difficult to truly know when a student has learned a
new word as s/he may simply interpret its meaning from the context without truly understanding
its meaning. Therefore, while it may seem as if a student has learned a new word, this might not
be the case. He further states that comprehension is not the same as learning new vocabulary,
something that is often taken for granted (Lundahl, 2012). One of the theories Lundahl argues for
is scaffolding, where he claims that using multiple modalities such as reading, listening, seeing,
and speaking to deliver and retrieve information, can support vocabulary acquisition, especially
if done through for instance a theme where learners could connect new words to previously
acquired vocabulary. Consequently, using OGBLPs as a complement for existing lecture plans
by introducing or testing knowledge of a subject leads to vocabulary development (Chu et al.,
2022).

Teacher perceptions are important to this topic as they are the ones educating students, and while
teachers report that use of game-based learning engages, motivates, and improves the outcome of
vocabulary acquisition for students, a minority of teachers take advantage of it (Huizenga, J.C. et
al. 2017). Although student perceptions are equally important, they have not been included due
to the length of this study. Research shows disagreement and a gap between teacher perceptions
and their practices, it is necessary to further examine this topic.

Furthermore, while there has been a great change in education in today’s digital age, the Swedish
National Agency for Education has not included use of any online-related tools, software, or
platform for teaching English in upper secondary school (Skolverket, 2021). Although the text
does not expressly address online-game based learning platforms, it highlights potential
implementation of technological tools and resources through strategies, which can be used to
enhance language acquisition. Despite the stated intentions, the steering document fails to offer

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comprehensive advice on using OGBLPs, or other technological online tools, which shows that it
is not to date with current teaching methods.

The Swedish syllabus for the English subject in upper secondary schools claims students should
develop an ability to use English in different situations and for different purposes (Skolverket,
2021). As words are the building blocks of a language, using English requires a broad
vocabulary, especially for various situations and purposes. Moreover, parts of the content
involve understanding and interpreting texts, communication, and using the language to
exchange ideas and concepts (Skolverket, 2021), all of which require words. Therefore, it can be
developed through vocabulary acquisition as one learns new words and phrases to use in specific
contexts to create basic to highly complex sentences used for language skills such as writing,
reading, communication and listening.

Moreover, the syllabus explicitly highlights how words and phrases need to be acquired and
developed, and further used to produce content (Skolverket, 2021). While vocabulary acquisition
is not explicitly mentioned in the aims and knowledge requirements, it is implicitly marked
through the ability to develop correctness, variation, and complexity, as well as using coherent
language and using strategies to process written and oral communication. Admittedly, learning
vocabulary should be seen as a combination of learning vocabulary through context, such as
reading and writing, but also direct intentional learning as complementary through the use of
OGBLPs (Lundahl, 2012, p. 339). As a consequence, Lundahl argues that developing a
vocabulary that can be used as seen in the aims and knowledge requirements of the English
syllabus, students should learn through: (1) listening and reading, (2) speaking and writing and
(3) studying words. The aforementioned methods are explicitly connected to OGBLPs, where
students could separately or cooperatively work towards gaining a new understanding of terms
and phrases.

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2. Aim and Research Questions
This degree project aims to explore and understand how teachers use and integrate online game-
based learning platforms in upper secondary school classrooms to enhance vocabulary
acquisition for students with English as a second language.

The two research questions are:

1. How can vocabulary acquisition be facilitated through the use of online game-based
learning platforms for ESL students in upper secondary school according to some
teachers?
2. What are the challenges and benefits of using online game-based learning platforms for
ESL students in vocabulary acquisition according to some teachers?

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3. Literature Review
This section will define and unpack the key terms and terminology used in the study by
reviewing recent research. The key terms include gamification and online game-based learning
platforms in relation to gamification, vocabulary acquisition, competition and student
engagement, scaffolding, and Vygotsky’s social learning theory.

3.1 Online Game-Based Learning Platforms in Relation to Gamification

The concept of gamification suggests that incorporating game-like elements transforms dull
classroom activities into a more active learning moment as it creates challenges, rewards, and
feedback (Deterding et al., 2011). Online game-based learning platforms (OGBLP) take from the
concept of gamification which involves the employment of game design elements and mechanics
such as badges, points, leaderboards, challenges, and rewards in non-game contexts to promote
engagement (Reinders & Wattana, 2014; Chu et al. 2023; Yang et al., 2020; Huang & Hew,
2015). The idea of gamification poses the argument that traditional learning activities are not
interesting as they rely on passive listening and reading whereas games, particularly computer
games, are enjoyable, since they allow students to tap into their intrinsic motivation, meaning
that they become more engaged and curious due to the inherent satisfaction of the activity (Chu
et al., 2023). Numerous research has been conducted to investigate the impact of OGBLP on
students’ confidence and motivation which found that “fun” and “enjoyment” are the key to
increasing the students’ interests and engagement (Quiroz et al., 2021).

Using OGBLPs is a student-centered teaching method as it incorporates language learning

content into digital games to guide and facilitate student language learning (Chu et al., 2023).
Gamification in relation to OGBLPs involves cognitive processes and allows learners to actively
participate in the learning process. Cognitive processes such as attention, problem-solving and
decision making have been highlighted in recent studies which suggest their potential to enhance
language learning as the game-like elements provide meaningful and memorable experiences
which leads to better memory retention of new vocabulary words (Plass et al., 2013; Huang et
al., 2018; Chen & Chen, 2021). A systematic review study by Vnucko and Klimova (2023) of 25

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studies on the effectiveness of OGBLP for vocabulary acquisition found that integrating OGBLP
promotes vocabulary acquisition including content-specific vocabulary learning. Furthermore,
the feedback and multimodal input elements of OGBLP enhance learners' motivation,
engagement, and retention of vocabulary (Ke et al., 2019). Grimshaw and Cardoso (2018)
reported in their study that incorporating games in students’ learning was effective in improving
their fluency in language skills such as pronunciation, vocabulary and grammar. They also
reported that the learners enjoyed playing the game and displayed engagement and motivation to
continue playing the game (Grimshaw & Cardoso, 2018). Despite several studies showing the
potential benefits of OGBLP, there are potential challenges of these game learning platforms
such as the risk that students may not learn the intended learning content because they are
distracted and pay more attention to game content and thrill (Ke et al., 2019).

3.2 Vocabulary Acquisition

Vocabulary acquisition can be defined as the process where learners acquire and develop new
words in another language when they have already acquired their first language. Researchers
believe the process to be complex as it involves various processes with a network of cognitive
and linguistic skills. Vocabulary acquisition is more than just learning words, it also requires
retention of the learned words and what they mean, and to an extent the ability to produce the
learned words in different contexts (Lundahl, 2012). The acquisition of L2 vocabulary involves
the learning and retention of words and their meanings, as well as the ability to use these words
in context. Furthermore, in order for learners to gain and develop their phonological awareness
of L2, frequency and meaningful exposure of English words should be increased. Nation (2001)
and Beck et al. (2013) argue that successful and effective vocabulary acquisition requires
learners to be frequently exposed to new vocabulary which should be incorporated in meaningful
contexts. Contextual support for learners involves visual aids and contextual cues including
synonyms and definitions.

3.3 Krashen’s Input Hypothesis

Krashen’s input hypothesis theory is one of the pioneering theories in language acquisition
which states that language is acquired through context and comprehending messages (Krashen,

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1985; Mathew, 2006). It is referred to as an internal language which is subconsciously acquired
through an overall message where the learner’s focus is on the meaning and message, and not the
form. Krashen’s theory suggests that for language learning to occur automatically/naturally, the
input should be a bit more advanced than the learner’s current proficiency level and should be
made available to the learner in a sufficient amount. L2 vocabulary acquisition involves two
different perspectives of language input which are implicit and explicit learning. Implicit
vocabulary learning theory follows the concept that subconscious vocabulary acquisition
happens more effectively during reading than it would through purposeful word learning through
vocabulary exercises (Krashen, 1985; Mathew, 2006). This is because in reading, the learner is
more consciously focused on the story than the words to learn in the deliberate exercises (Min,
2013). However, studies have demonstrated that reading is not sufficient to improve learner’s L2
vocabulary acquisition (Nation, 2009). Despite the positive results of extensive reading where
studies show that the learner’s ability to recognize more words increases, it does not guarantee
improvement in the learners’ ability to use or produce these words (Nation, 2009). A study
conducted by Moskovsky et al. (2015), demonstrated that implicit and explicit learning involve
different learning strategies as learners of implicit tend to employ more bottom-up strategies, for
example, guessing the meaning of new words from context (story), whereas explicit learners
employ more top-down strategies which means they acquire vocabulary deliberately through
knowledge of words and prefixes. The study revealed that the bottom-up learners performed
slightly better than the top-down learners.

3.4 Competition and Student Engagement

Competition is an aspect of gameplay which involves challenges, points, rewards within
OGBLPs which can take various forms allowing the player to either play against oneself or
against others (Ter Vrugte et al., 2015). Competition can be incorporated in OGBLPs in ways
such as making players compete against time, accumulating scores, gaining points to unlock
more challenging levels or special reward features, and outperforming other fellow players. For
that reason, competition is recognized as a motivating factor in OGBLPs as it stimulates a sense
of play and engagement within students; however, there is limited empirical research on whether
the aspect of competition promotes learning (Vandercruysse et al., 2013). Competition is seen as
a goal driven activity in which players focus on winning without considering how one’s actions

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may negatively affect others (Hong et al., 2009). Recent studies report a number of benefits of
competition in OGBLPs particularly its potential to capture students’ attention and create
excitement, which as a consequence leads to increased motivation and student engagement
(Pareto et al., 2012; Cagiltay et al., 2015). However, studies have cautioned of the potential
disadvantages of competition such as comparisons amongst students leading to less successful
students to be undermined thus causing feelings of anxiety and frustration within learners (Chen
et al., 2020). Ter Vrugte et al., (2015) found that the excitement created by competition can
distract learners from the educational content of the game.

Student engagement can be defined according to Axelson and Flick (2010) as the degree of
students’ involvement or interest they display for their learning and their level of connection to
their classes, institutions and peers. A core reason for why students are engaged in OGBLPs is
due to game elements, time restraints and its social interaction. First, OGBLPs transform
learning into a game through gamification, where users compete or cooperate to win the game
(Reinders & Wattana, 2014; Chu et al. 2023; Yang et al., 2020; Huang & Hew, 2015). In
addition, time constraints are included for each session, which promotes rapid analysis and
decision-making processes (Chu et al. 2023). Consequently, it keeps participants alert, which
prevents them from turning to idle observers. The sensation of urgency increases as players view
the leaderboards after each round. Accurate and fast responses award more points, thereby
causing students to engage in the activity through a will to win (Hong et al., 2009). Ultimately,
the engagement stems from the accomplishment of highlighting your placement at the end of the
session, where users are rewarded through visual effects such as trophies, confetti and
celebrational music.

3.5 Scaffolding
Scaffolding is another strategy in education to support learners to develop new skills (Wood,
Bruner & Ross, 1976, p. 89), and in OGBLPs, scaffolding is used for giving hints, feedback and
guidance from the teacher or the software. Research shows that without scaffolding students may
become too focused on the competition rather than its purpose, and hence fail to fulfill the aim of
an activity (Shelton & Wiley, 2017). By combining lecture plans with OGBLPs, teachers may

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reduce the cognitive load (Hmelo-Silver et al., 2007). Reducing cognitive load refers to
structuring a lecture so that learners focus on aspects connected to learning goals. The writers
further discuss that it can be done by showing learners how to do the task and why it should be
done. Moreover, researchers claim a particular form of scaffolding may enhance motivation for
learning among students and support their accomplishments in school (Shelton & Wiley, 2017).
Spaced repetition is a type of scaffolding that, as an example, is used by Quizlet's adaptive
learning tools, including the Learn feature. According to Karpicke and Roediger (2008), spaced
repetition is a learning approach that involves reviewing material at increasingly more frequent
intervals to improve memory and retention. By encouraging teamwork and competition, it
promotes active learning and cooperation between students.

3.5 Vygotsky’s Social Learning Theory

A cooperative feature of OGBLPs can directly be connected to Vygotsky’s social learning theory
(Vygotsky, 1978) applied in cooperative learning. According to Lev Vygotsky, children grow
their knowledge progressively through social interaction. In modern days, the theory is used to
inspire a focus on social and collaborative education to encourage students to use each other for
learning. For instance, if all but three students are seeing positive outcomes in participating in
classroom activities, it is more likely those three students would perform in that activity as well.
There are OGBLPs, such as Kahoot, Quizizz and others, that use cooperation to promote
teamwork and sharing ideas and knowledge, which aligns with Vygotsky’s theory (Thota, 2015;
Hwang et al., 2023). Consequently, the result encourages students to communicate, dispute
responses, and acquire knowledge from each other. It leads to the development of high-order
thinking skills, where students learn to analyze, categorize, connect, manipulate information
through leadership, teamwork and engagement (Bloom, 1956). To summarize, educators can
utilize teamwork to increase student results and classroom engagement by using Vygotysky’s
Social Learning Theory by using cooperation for OGBLPs.

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4.0 Method
This segment will showcase what method was used to obtain data. It will involve reasoning for
why a qualitative research method was selected, explain the selection of the samples, procedure,
and ethical considerations that were taken for the study as well as how the collected data was
analyzed.

4.1 Qualitative Interviews

As this paper investigates teachers’ experiences and perceptions of vocabulary acquisition in

using online game-based platforms, a qualitative method of research was an appropriate choice
to get relevant information. A qualitative approach allows for a rich collection of information
about the participants’ experiences, perceptions, use and connections they make to the English
curricula (Bryman, 2012). Rather than analyzing a lecture plan, or collecting quantitative data in
combination with an interview, multiple interviews were conducted to see if the responses are
similar or different. This decision was made due to the limited length of this study, but also
because it could be used as a pilot study for future research. The themes for the interview guide
were based on the research questions of the study, with a goal to avoid leading questions. Rather,
when designing the questions, the goal was to create such inquiries that each interview would
give material that is fascinating to examine.

The method contains five interviews, one experienced teacher at upper secondary school per
interview. They will consist of semi-structured questions in order to gain more insight by asking
follow-up questions of perceptions and usage of online game-based learning platforms. A semi-
structured interview form was chosen because the other two alternatives were using a structured
interview or an open interview. A structured interview would make it difficult for people to
expand upon their answers, for example if something interesting was brought up but only shortly
(Bryman, 2012). On the other hand, an open interview could give room for explanations, but it
also creates a risk for information that would not be interesting for this project. According to
Bryman, if multiple people are carrying out qualitative research, it is most common that semi-
structured interviews are used (p. 472). This section describes the considerations for conducting
interviews, the participants, instruments, ethical considerations, procedure, and the data analysis.

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4.2 Participants

Five upper secondary school teachers (Table 1) from two schools willingly agreed to participate
in this study. For the teachers to remain anonymous, they will be referred to as teachers 1A, 1B
for one school and 2A, 2B and 2C for the other. Both schools are in suburban areas of different
counties of southern Sweden. The candidates were randomly chosen due to their profession as
teachers of English in upper secondary school. These teachers have attended and completed the
teacher programs in Sweden and have experience of teaching in upper secondary school.
However, their levels of experience differ as teacher 1 A has 17 years of experience and teacher
1B has 19 years of experience from the first school of teaching upper secondary school whereas
in the second school, teacher 2C has had the longest teaching experience of 6 years, 2B has 2
years of experience and lastly, 2A has the least experience as a licensed teacher which is almost a
year (several months). Therefore, the main requirement for the selection of participants was
whether they are licensed experienced teachers of upper secondary school.

Table 1

Teachers Participating in this Study

Teache Subjects Teaching Levels of Time of Interview

r Education

1A English and Swedish

19th April, 2023
1B English and Latin
Upper secondary
school
2A English 21st April, 2023

2B English and Spanish 21st April, 2023

2C English and French 28th April, 2023

4.3 Procedure

All interviews were conducted in April with a maximum time of 30 minutes. Three of five
interviews were conducted via distance through a platform called Google Meet due to
interviewees’ preference and recorded with NVIDIA screen and audio recordings. The rest two

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were interviewed in person and recorded using a mobile phone and later the files were deleted
from the phone. The recordings were transferred to a flash drive after being transcribed with
offline software on the internet. All interviews were held in English, although some quotes from
Skolverket were mentioned in Swedish.

4.5 Method of Analysis

Once the interviews were conducted, the data was used for a conventional content analysis. A
conventional content analysis was used as we are interpreting what the participants say during
the interviews (Bryman, 2012). For starters, the recordings were transcribed with a word-for-
word transcription (transcribed verbatim), where only words said by the interviewee or
interviewer are transferred to a text document. The process was done through the Sonix online
platform. Background sound, emotional or visual changes, pauses were not recorded. However,
the transcription gave direct timestamps and allowed use of video footage to analyze other
factors. All data was saved inside a folder locked with a password, and participants’ names were
anonymized.

4.6 Ethical Considerations

The ethical aspects considered in this study are: (1) informational requirement, (2) consent and
(3) confidentiality (Vetenskapsrådet, 2017). For starters, all teachers were contacted by mail
where they were notified of the project, its purpose, and their participation. Next, they signed
agreements to participate in the study and were informed they could drop out at any time,
without having to provide a reason. Finally, all participants were also informed that personal
information and details regarding their schools and students would be kept anonymous. None of
the information would be available to anyone but the writers of this project. All collected data
would be erased after the project is published. A potential bias with the chosen participants is
that they were in contact with the writers of this project before the study was initiated and could
therefore have given answers based on previous experience.

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5.0 Results
To simplify the readings, this section will be organized into headers to represent the themes
uncovered from the interviews. The themes are vocabulary acquisition, access to the internet,
student engagement, motivation and competition, collaboration vs competition, implementation
of OGBLP into classrooms and use of modalities. Each theme will contain quotes or summaries
of what was said by the participants of this study. The themes have been selected in order to give
an answer to the research question.

5.1 Teachers’ Use and Perceptions of Game-Based Online Platforms

5.1.1 Vocabulary Facilitation

Most teachers agree that OGBLP has potential to facilitate vocabulary acquisition. First and
foremost, both teachers 1A and 1B claim that the use of OGBLPs is popular amongst students
both during and after the COVID-19 pandemic. Teacher 1A claims that using software like
Kahoot is a good strategy for vocabulary acquisition. S/he argues, “before the national tests, or
when you have to have a certain focus on something when you cannot just move on with your
ordinary classroom pedagogics”, meaning OGBLPs are used by the teacher when there is a focus
on a specific area, such as parts of grammar or when vocabulary is based on a topic. The game
activity could also be connected to the syllabus as students are expanding their vocabulary by
examining words. Teacher 1B concurs that the aim of education is to develop an understanding
for, and ability to, use the language. To take it further, the same teacher claims that they are
tricked by the competitive or cooperative nature of the game into believing that they are having a
fun activity while they are subconsciously working with vocabulary acquisition through a new
medium or cultural lens, even though some students may see through the deception. One
example given by another participant is the use of OGBLPs during celebrations. The interviewee
claims most of the teachers' students are familiar with Easter eggs, but none of them have heard
of an Easter bonnet. Therefore, having OGBLPs where students may work alone, together or in
groups to learn new words is a strategy that can be used for both vocabulary acquisition and
retention.

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However, one issue encountered by teacher 2A is that while OGBLPs can be used for vocabulary
acquisition, there is a wish for platforms that offer more specific methods and strategies to
educate a concrete skill. Teacher 2A acknowledges “that Kahoot is a great example of how to
improve your vocabulary”. S/he suggests at the beginning “that there are lots of other online
games that could be used and that are more suitable for vocabulary”, perhaps more suitable than
Kahoot, but s/he still perceives Kahoot as a viable tool for vocabulary learning. Teacher 2A
expresses the desire to find other online learning platforms that are more directly focused on
vocabulary training, and this reflects on the importance of finding online game-based learning
tools that are perhaps specifically tailored to target language skills such as vocabulary in this
case. This highlights the need to critically evaluate the effectiveness of OGBLPs for vocabulary
improvement. The teacher implies that OGBLPs such as Kahoot may be used for improving
vocabulary, however, there is uncertainty in her answer regarding a suitable platform to use for
OGBLPs, which means that there is a need for further research in how to identify suitable
OGBLPs for vocabulary acquisition.

5.1.2 Implementation of OGBLP into Classrooms

Another issue is the implementation of OGBLP into the classrooms, where participants claim
that it must be used as a supplement and not a standalone activity. Teacher 2A states that
OGBLPs are effective when used in combination with a theme. The participant states that,

Right, so I would definitely put that into a context of … a text that we are reading. I
would make it specific. So, the game is closely related to what we’re talking about
in general. So, I … want it to be integrated into the theme or the topic that we are
focusing on.

Claiming that vocabulary facilitation is harder when OGBLPs are used as a stand-alone
project. Teacher 2A argues that one tactic they use is to combine OGBLPs with reading
activities, as applying it in relation to a read text. That way it becomes easier to grasp as
words are connected to a context, in this case a text. Teacher 1A further states that after
reading a snippet, the teacher asks students to write down a set quantity of difficult words

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on the whiteboard. All difficult words are randomly chosen and added to an OGBLP.
These words are then used to test students’ vocabulary acquisition at the end of the
lecture, or at the beginning of the next one. This strategy allows students to acquire
vocabulary both in-directly from reading words and understanding them out of context,
but also directly as they look up specific words and their definition, and use.

Furthermore, teacher 2C also emphasizes connecting OGBLP to the content themes of the
lessons such as reading text or watching videos. S/he describes providing the students
with a list of vocabulary words in Quizlet “For example, after having read the text with
the students, they would get a chance to work with the vocabulary in Quizlet any way
they wanted to because there are different options for how you can work with the words,
different games you can play”. S/he explains that the list of words is given to the students
as homework sometimes where they have numerous game options available to them.
Additionally, she mentions having a short vocabulary test in the following lessons as a
way of assessing students’ understanding. Therefore, the teachers emphasized the
integration of OGBLPs into the lesson content/theme and incorporated assessments as a
way of ensuring that the games are not used as isolated activities but rather as tools to
facilitate and enhance vocabulary acquisition.

5.2 Challenges and Benefits of Using Online Game-Based Learning

5.2.1 OGBLP Access

A topic pointed out by all participants is that OGBLPs are fast and simple to use because of their
quick accessibility. For instance, one of the responses was that since students are comfortable
with using phones and computers, it becomes easier to host a game session. While all students
may not possess a phone, some upper secondary schools hand out laptops for educational use.
According to the participants, meeting a student without a phone or computer is a very rare
scenario. Even though it is believed by participant 2C that writing by hand is more productive in
many ways, some of the participants express that using a computer or phone is more entertaining
and can help students.

15
However, OGBLPs being easy to access could also cause issues. For instance, teacher 2B claims
that,

Yeah, I have tried like, oh yeah, that one where you, where they watch a video and then
the video stops, and they have to answer a question. That didn't work out because they
had problems with their laptops and the wifi in the room. So then just, you know, the
whole lesson just falls to pieces basically. So, I have learned not to rely too much on that
kind of game.

The above quote indicates that something as simple as a WiFi connection could cause an entire
lecture plan to collapse. This is a drawback as time and effort spent on a lecture plan becomes
squandered. For instance, teacher 1A claimed that while there are free templates to use, they
commonly don’t contain the words, phrases, or information that you might be after. But creating
a game out of nothing includes research, incorporation and adaptation to students’ language
progression. Moreover, another participant claims that while OGBLPs might be effective for
vocabulary acquisition, measuring language progression and understanding can be difficult
through a game as traditional methods cannot be applied. According to teacher 1A, s/he has had
an experience where this had occurred, and s/he felt the time could have been better invested for
vocabulary acquisition without any OGBLPs. S/he also states that although OGBLPs may be
appealing for learners, there may be a danger that learners might get excessively centered on the
task, not the educational content. This can develop an absence of concentration and create poor
learning outcomes. Nevertheless, teacher 1B states that it is important for teachers to make
education effective for students by designing the education based on their needs and interests.
Therefore, it is better to risk creating content which might hold great success amongst the
learners, in contrast to applying similar learning methods which might cause students to lose
interest.

At the same time, simple access can be seen as a benefit but also as a distraction as it has been
shown that students can diverge from the classroom activity and focus on other content. Teacher
1A claims that “The challenge is that they leave the page, I want the website. I want them to be
on for another one. They instead do something else that they should not do on their computer.

16
That's the absolute biggest challenge. To not make them. It is for them not to be distracted”.
Consequently, priority among students may lie elsewhere if, for instance, the difficulty is too
high or too low for participation. There could however also be other factors involved. So, to
make OGBLPs productive, it is necessary for teachers to stimulate participation before initiating
the activity or focus and concentration may be diverged.

5.2.2 Student Engagement, Motivation, and Competition

Four teachers reported that the game elements of the OGBLPs, such as competition, make
students more motivated and improve engagement in the classroom. As teacher 2A states, “it
improves, makes students more engaged, and it also makes them, in some of the games, they
may become competitive, which is, in my opinion, a way of motivating my students”. In the
interview s/he admits to using OGBLPs sufficiently, but also reckons that they could be applied
in the English lessons more as a teaching strategy to engage students, especially those with
different learning difficulties. Teacher 2A further states that the competitive nature of these
games contributes to the increased motivation students get but also recognizes the potential
challenge which is that some students may not possess a positive attitude towards it.

Similarly, teacher 1B highlights the benefit of the competition aspect of OGBLPs as a motivator
for students to perform better. S/he says that these platforms create a fun and energetic classroom
environment and describes OGBLPs as “something fun that we can look forward to and learn
something”. However, she mentions that the competitive element in these games makes students
eager to perform better than others, and consequently leads to increased motivation and
engagement. Teacher 1B acknowledges that some games require social interaction and students
may not be comfortable interacting with other students or demonstrating their lack of knowledge.
In support of the statements of teacher 1B and 2A, teacher 2B and 2C also express that OGBLPs
are an easy way of motivating students who may struggle with the traditional pen and paper
exercises of learning vocabulary. Therefore, OGBLPs offer a different approach to learning, but
teacher 2C expresses to an extent a skeptical attitude on these platforms asking the question:

Do they learn the words? … I'm not entirely sure. It is a great way of varying the way
you learn things, but I think you need to add something else to it as well. For example, in

17
 a kahoot, if there are lots of students giving the wrong answer, then you need to say
something about that while you're playing the kahoot or afterwards. You can not just
have the kahoot and then leave it at that. You need to, you need to do something else with
it, I think, and maybe connect it back to an exercise that you do like a more traditional
exercise with a paper and a pen or a lecture that you have, or just talking about the the
content of it.

Teacher 2C in the quote above suggests that OGBLPs cannot facilitate vocabulary acquisition
without connecting them to relevant exercises after the game using pen and paper or having
classroom discussions about the game content or having a general follow-up lecture that
addresses the areas in which the students struggled with in the game. She also emphasizes the
importance of giving students feedback during and after the game.

However, Teacher 2A addresses the challenges s/he faces in regard to engagement and
motivation and expresses that “is a big challenge … all the time. You know, students that are
unmotivated …”. The teacher acknowledges the presence of students who are unmotivated by
OGBLPs. S/he also states that it is important to provide clear instructions at different steps of
their learning process. Teacher A reflects on the reality that not all students may willingly and
actively want to participate despite providing them with clear instructions on demonstrations on
the projector. Some students need individual attention and guidance. Teacher 2A explains “There
will always be like three or four students who don't do that anyways. So, then I will have to go
out to them personally in the classroom and, and, uh, and guide them”. Therefore, s/he stresses
that it is important to avoid situations where unmotivated students do not have what to do
because it may lead to distraction and disengagement of others.

5.2.3 Collaboration Vs Competition

Some teachers brought up the collaborative aspects of OGBLPs such as Kahoot and Quizlet.
Teacher 1B mentions the use of Kahoot and Quizlet as tools for formatively assessing and
engaging students. Unlike some of the teachers who reported competition to be the main
motivator for students, teacher 1B values the collaborative aspect of Quizlet where students are

18
required to stay in groups and collaborate with one another. S/he uses games on Quizlet more
than Kahoot “because I like the way that they need to stay in groups and it's a random thing. So.
Well, I can choose the groups obviously, but I like the way that they have to move around in the
classroom, and they need to collaborate with each other”. This indicates a preference for
encouraging and promoting collaboration over competition. Furthermore, teacher 1B points out
the potential impact competition can have on students’ self-esteem. The teacher recognizes that
some students feel insecure about exposing their knowledge in a competitive way and instead
stresses the importance of balance between competition and collaboration. Teacher 1B further
explains that the purpose of OGBLPs like Kahoot and Quizlet is not to just save students’ results
and foster competition but rather to motivate and engage students in a game-like classroom
environment.

Teacher 2C who is both a French and an English teacher mentions employing Quizlet and
Kahoot in French for vocabulary lessons but occasionally uses Quizlet in English. The teacher
selects specific words from the lesson content and creates Quizlet classroom activities where
students get to practice through the traditional memory-based learning and competitive games as
s/he expresses by saying “But there are also games like, um, sort of like a memory thing where
they compete either against each other individually or in teams”. Like teacher 1B, teacher 2C
maintains that this strategy encourages a combination of individual and collaborative learning
moments, as students get the opportunity to either compete against each other individually or in
teams. In sum, teacher 2C says that “it is about finding varied ways of learning and varied ways
of covering content …” which means that s/he values incorporating diverse strategies and
platforms for vocabulary acquisition. The teacher also recalled that during a Kahoot session, the
competitive nature of Kahoot caused chaos in the classroom which may create doubts about its
success as a teaching tool for vocabulary acquisition.

On the other hand, Teacher 2A expresses that the competitive nature of OGBLPs is a good way
to stimulate students’ interest and make the lessons enjoyable. The teacher says that in games
like Kahoot “the competition part makes it more fun” and perceives competition to be a way to
improve chances of learning. However, s/he acknowledges that competition is not for everyone
and that some students do not appreciate it. Agreeably, Teacher 2B mentions how she sometimes

19
turns vocabulary activities into competition which indicates that OGBLPs have the potential to
create a competitive environment suggesting competition to be a motivating factor.

5.2.4 Use of Modalities

Finally, a topic pointed out by all participants is that OGBLPs use multiple modalities which
simplify the learning experience. Especially for students who have trouble utilizing traditional
classroom resources due to physical or learning limitations who can use a special modality to
combat potential problems. In this paper, modalities are limited to listening, speaking, writing
and reading. A participant explains how the use of OGBLPs may help weaker students acquire
new vocabulary and strengthen their language skills because they can listen, read, write, and
communicate to choose an answer.

Furthermore, s/he claims that when there is a class of not so confident, weak students, or students
with disabilities, which there always is in a school, using OGBLPs can be an effective method
for teaching as they can use other online and real-life tools and strategies to tackle the obstacle. If
the task is too difficult for students, they are then put in groups where they can cooperate and
utilize each other for learning. Consequently, breaking down a complex topic becomes a fun and
easy process for students to manage. However, if there are students that oppose the use of
OGBLPs, the same participant recommends that baby steps must be taken. For instance, s/he
claims that it depends on the disability or gap of knowledge. Nonetheless, asking a student to
take one out of ten steps may slowly make them accustomed to the process. Even so, this
participant has seldom met a student that refuses to work on the computer. As students live in a
digital age, they like OGBLPs and are very receptive to it because they are unconsciously aware
of the scaffolding strategies possibilities, such as audio recognition, text editing and color
coding.

Teacher 1B agrees and says that OGBLPs are good as they lead to language acquisition in all
parts. Still, there are also issues with having multiple modalities as students can easily become
distracted by music, online shopping, and other online activities. In addition, students may also
feel disrupted by the competitive nature of games or refuse to work with others due to social

20
concerns. However, as mentioned previously, as OGBLPs do not serve as the primary
assessment, it is okay for students to not participate if a student does not want to.

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6.0 Discussion
Through the interviews we have managed to recognize two themes with sub-themes, and the first
theme is teachers’ usage and perspective on OGBLPs and the second is complications and
positive outcomes of OGBLPs. These themes aim to answer the research questions which also
helps to simplify the readings. To begin, through the first theme we will discuss the answer to the
first research question regarding the facilitation of vocabulary acquisition through OGBPLs for
ESL students in upper secondary school. Then, through the second theme we will highlight
examples of benefits and challenges by the participants of this study to answer the second
research question. Both themes will be discussed in alignment to the Swedish National
Curriculum.

6.1 Teachers’ Usage and Perspectives on OGBLP

This theme will focus on the teachers’ employment and views on OGBLPs to facilitate
vocabulary acquisition in the English classroom. It will discuss how OGBLPs can be used for
engagement and learning, scaffolding and the significance of these platforms to the English
classroom to highlight possibilities and impracticalities.

6.1.1 Using Gamification for Engagement and Learning

Firstly, four out of five participants agree that OGBLPs can lead to vocabulary acquisition and
retention if used properly due to gamification which is also reported in several studies (Vnucko
& Klimova, 2023). Teacher 2C is slightly hesitant and emphasizes that while OGBLPs might
promote acquisition in a fun and engaging way, teachers cannot truly know if students have
acquired the intended vocabulary through OGBLPs or from another activity. S/he argues this can
be checked by capturing moments when students responded incorrectly to investigate if there is
an understanding, rather than rewarding responses in which all players had the proper answers.
This learning strategy is confirmed in numerous articles (Nation, 2001; Chen & Chen, 2021;
Kang & Lee, 2021; Lee & Choi, 2021; Song, Huang, & Chen, 2021) as it creates exciting
moments for learning through captivating context that students look forward to.

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Secondly, participants claim that students find OGBLPs to be fun because they are used to the
online systems of scaffolding. For instance, research shows using colour coding to highlight a
correct or wrong response encourages students to learn more (Abdul Jabbar & Felicia, 2015).
The researchers claim that using built-in technology develops scaffolding strategies which
promote learning in a competitive nature as players are given an unambiguous and instantaneous
response to grant feedback on their goal progression and the state of the game (Abdul Jabbar &
Felicia, 2015; Ke et al., 2019). As claimed by Lundahl (2012), using existing knowledge to
expand and acquire unfamiliar vocabulary is a proven method to learn vocabulary. Students may
use explicit and implicit learning, to guess or use existing knowledge of words and prefixes to
grasp an understanding of the content in the gaming activity. While Moskovsky et al. (2015)
demonstrated that implicit learners that use bottom-up activities such as guessing performed
slightly better than top-down learners, it also demonstrated that both learning strategies provide a
cognitively challenging process for learning.

Using scaffolding also makes it easier for students to engage with the content, as it balances the
difficulty by highlighting familiar vocabulary, and slightly increases the level by adding new,
unfamiliar words (Shelton & Wiley, 2017; Hmelo-Silver et al., 2007; Wood, Bruner & Ross,
1976). Consequently, it decreases students’ risk of avoiding the activity due to its difficulty if the
teacher is familiar with the knowledge levels of the class. Furthermore, such built-in
technologies implemented in OGBLPs grant users the ability to acquire information through
multiple modalities. Contextual assistance includes visual or audio aids alongside definitions,
synonyms, and more (Nation, 2001; Beck et al., 2013). In turn, it assists students with physical or
mental limitations.

Thirdly, spaced repetition is a scaffolding strategy which may enhance motivation for learning
among students and support their accomplishments in school. It is, for instance, applied by
Quizlet, where information that students are unfamiliar with appears more often than familiar
information. Karpicke and Roedriger (2008) argue that spaced repetition and reinforcement is
about examining material through accelerated intervals for retention and memory. This can
specifically be done through multiple rounds, or repeated sessions as it helps consolidate new,
and reinforces learning of unfamiliar vocabulary. To give an example, teacher 2C claimed that

23
lists of words are handed in by the students, which are summarized and randomized for a test. In
the following lectures, those words are used as a vocabulary test to check student understanding.
In short, by encountering unfamiliar vocabulary and using spaced repetition and reinforcement
through homework, students are given instant gratification through OGBLPs whilst allowing
teachers to track student progression.

However, while participants of this study have also claimed that OGBLPs can be a good way of
teaching vocabulary acquisition, their use ought to be complemented with other language
learning activities such as reading, writing, speaking and listening, to provide a well-rounded and
diverse learning experience. Although OGBLPS can use the aforementioned language skills, it is
not the best way to develop all of them. For instance, reading is a very productive method for
acquiring vocabulary as students learn unfamiliar vocabulary through implicit acquisition, where
focus lies on encountering words through a context, a story (Min, 2013). Krashen (1985), a
pioneer in language acquisition underlines that language is acquired through context and
message comprehension. By understanding the context in which the words are placed, students
may grasp the words comprehension without knowing it beforehand (Mathew, 2006). Similarly,
while typing or selecting a word may slightly improve writing, as it increases knowledge related
to expressing ideas, there are far better methods to develop that skill, such as reading books and
academic and creative writing.

6.1.2 Significance of Gamification in the English Classroom

The incorporation of OGBPLs into the Swedish classrooms includes the utilization of online
resources and activities to improve language acquisition. For instance, the Swedish National
Agency for Education underlines the necessity of providing students with an equal education for
all students where digital technologies are used for students to understand the impact of the
internet on society and the individual (2023). Furthermore, it states that the choice of digital
technologies needs to be varied, where students use different platforms and tools to enrich the
learning environment and create an understanding of transforming, dealing with and solving
thoughts, ideas, and concepts through the internet. This procedure is implemented as a priority
area for development in education as the Swedish National Agency for Education underlines a

24
deliberate choice of digital technologies is crucial for increased student accomplishments
(Skolverket, 2023).

However, while OGBLPs are not explicitly mentioned in the curriculum for English at upper
secondary school level, it is stated that students should use education to bring a new perspective
and a greater understanding of the surrounding world (Skolverket, 2021). Thus, teachers ought to
search for teaching methods that correspond with learning objectives and adjust them in
accordance with the individual requirements of their students. As multiple participants claim in
this study, OGBLPs can be used as a supplement to traditional classroom teaching for languages,
which can help students improve communication, listening, reading, and writing skills. The use
of OGBLPs also emphasizes the necessity of explaining vocabulary and encouraging student
competition and cooperation. Overall, by providing a compelling stimulating atmosphere for
learning, OGBLPs can be incorporated as a promising method to achieve the stated aims in the
curriculum.

6.2 Benefits and Disadvantages of Using Online Game-Based Learning

Platforms
This second theme will focus on the benefits and disadvantages of OGBLPs for vocabulary
acquisition, where we underline complications and positive outcomes of using OGBLPs in
English classrooms for ESL students. It will highlight confusion and distraction amid students,
how competition and cooperation promote learning, and the problem with using competition for
learning in relation to the steering documents provided by the Swedish national agency for
education.

6.2.1 Confusion and Distraction

One might question whether scoring points during OGBLPs is equal to learning or acquiring new
vocabulary. One study that investigated if scoring points equaled learning for middle school
students highlights that while students relish accumulating scores, it does not automatically
transfer to knowledge (Attali & Arieli-Attali, 2015). Despite the research being aimed at middle
school students, it still applies for upper secondary school as a common fact is that humans

25
cherish instant gratification. This is also asserted by teacher 2C who questions if students
genuinely learn from OGBLPs, or if they appreciate the activity due to its system which
automatically rewards correct answers, and the transition from traditional learning to
gamification. Similar results were shown in other studies (Chu et al., 2022; Yang et al., 2020; )
where it is claimed that students may focus on the game activities as opposed to the educational
material. However, the authors also claim that game activities highly rely on student knowledge,
and that sessions can become too simple or complex for students to comprehend, thereby causing
them to ignore the material and place their focus on the game. Consequently, OGBLPs must be
implemented with a set aim and purpose, specifically fit for the students in order to provide any
type of learning outcome.

Another issue stated by teacher 1A is that while OGBLPs may be fun and engaging for some
students, it can be a great challenge for other students to concentrate on the task rather than
drifting into other online activities. As students can use OGBLPs through any device with
internet access, such as phones, computers, and more, it also means it is equally as effortless to
use other content available through those devices. Multitasking is common today, and therefore
students might feel tempted to check social media, pursue the web, or indulge in other unrelated
activities, which may result in diminished attention and learning outcomes. Chu et al. (2022) and
Yang et al (2020) claim the action of diverging from the activity could be connected to students
feeling that the activity is too complex for them, thereby feeling frustration. In other situations, it
might be too simple, and thereby not lead to any learning (Chu et al., 2022; Yang et al., 2020).
Consequently, both outcomes are negative as it results in students either rushing the game, or
scoring points by guessing, and thereby falsifying progression in OGBLPs.

6.2.2 Competition and Cooperation Promote Learning

Competition and collaboration serve a crucial part in facilitating vocabulary learning through
OGBLPs such as Kahoot, Quizizz, Quizlet as mentioned by the teachers. These platforms
incorporate aspects of gamification such as timed challenges, leaderboards, points, rewards and
badges which promote competition (Deterding et al., 2011; Kapp, 2012; Reinders & Wattana,
2014; Chu et al.; 2023; Yang et al., 2020; Huang & Hew, 2015). The findings of this study show

26
different perspectives among teachers, displaying both the potential benefits and disadvantages
of competition in learning vocabulary.

Some teachers highlight the positive effects of competition in OGBLPs whereby they consider it
as a means to capture and stimulate students’ interest. Teacher 2A believes that individual
competition makes students more engaged and motivated to learn. Research found the aspect of
competition to be a powerful motivator as it fosters a sense of challenge and excitement among
learners, which helps to increase their enthusiasm to learn more (Abdul Jabbar & Felicia, 2015;
Chu et al., 2023; Grimshaw & Cardoso, 2018). Competition in OGBLPs can engage learners
both emotionally and cognitively thereby leading to increased motivation allowing students to
individually test their knowledge and strive for improvement, which creates feelings of
accomplishment (Abdul Jabbar & Felicia, 2015; Mullins & Sabherwal, 2020). Out of the 5
teachers, four of them mentioned that competition made the lessons entertaining for the students
as they get fulfillment from the points and badges, they receive. This therefore provides a clear
indication of their individual scores, hence leading to a competitive classroom environment
where the students strive to outperform each other and highlight their knowledge to the rest of
the class. Teacher 1B further expresses that it creates a vibrant and energetic classroom since
competition creates a sense of urgency and focus within students (Quiroz et al., 2021; Axelson &
Flick, 2010).

Furthermore, researchers claim that to get a high score and a feeling of accomplishment, learners
are encouraged in taking an active role to obtain better scores, resulting in vocabulary acquisition
and retention (Mullins & Sabherwal, 2020; Plass et al., 2013; Chu et al., 2022; Abdul Jabbar &
Felicia, 2015). However, some of the interviewed teachers, specifically teacher 2C, express their
concerns regarding whether students actually acquire and learn the intended content within the
OGBLPs. A study conducted by Vandercruysse (2013) found that there is no significant
correlation between competition and students’ learning outcomes but rather found that it partly
leads to increased motivation.

However, while individual competition is regarded as an important factor for motivating and
engaging students, teacher 2A acknowledges that it may not work for every student as some do

27
not possess a positive attitude towards OGBLPs. Similarly, teacher 1B agrees as some students
may feel uncomfortable displaying their lack of knowledge in a competitive environment for
everyone to see. Studies have demonstrated that students with high self-efficacy, in other words
high confidence in their capabilities, tend to perform better in learning activities (Zhao and
Huang, 2020; Chen & Tu, 2021). According to Hayat et al. (2020), there is a positive correlation
between students’ level of self-efficacy and learning performance whereby students with higher
self-efficacy showed a positive attitude to learning and the teaching materials. Therefore, it is
important for teachers to consider the different individual needs and preferences of the students
when implementing OGBLPs.

These game platforms also have collaborative features which enable participants to play in
groups and teams of different sizes (Abdul Jabbar & Felicia, 2015). Teacher 1B prefers
collaboration over individual competition as s/he emphasizes the collaboration aspect of Quizlet
and puts more value on creating an opportunity for students to work together. This aligns with
research suggesting that collaboration in OGBLPs supports and improves learning (Abdul Jabbar
& Felicia, 2015; Hwang et al., 2023; Chen & Law, 2016). Furthermore, Johnson et al. (2014)
suggest that collaborative learning enhances students’ comprehension, communication, and
problem-solving skills. The collaborative features on OGBLPs encourage students to work in
teams and support one another in achieving their learning goals. Teacher 1B values the
collaborative features of OGBLPs such as Quizlet as she expresses that these features require
students to stay in groups or teams and collaborate with each other. According to research,
collaboration promotes social interaction, improves communication and teamwork skills, which
are all essential for students’ overall academic success (Chen et al., 2015; Chen & Law, 2016).

Furthermore, the collaborative aspect of OGBLPs is consistent with Vygotsky’s social learning
theory which states that classroom activities that allow collaboration and interaction provide
learners with opportunities to bridge the gap between what they already can and what they can
improve on (Vygotsky, 1978; Thota, 2015; Hwang et al., 2023). He argued that by collaborative
learning, students learn from each other whereby they internalize and build upon their knowledge
which promotes cognitive development (Thota, 2015; Hwang et al., 2023). This phenomenon
develops students’ high-order thinking skills (Bloom, 1956) where they use analytical abilities to

28
enhance language acquisition. Moreover, findings from research suggest collaborative features of
OGBLPs such as chat spaces and knowledge tools for sharing and collaboration (such as “team
talk” on Kahoot which gives groups five seconds to discuss) enhance learning (Abdul Jabbar &
Felicia, 2015). Hwang et al. (2023) in their study found that collaborative OGBLPs where
students played guessing games helped students improve their vocabulary acquisition. The
results of the study show that collaboration in OGBLPs helps facilitate every student’s language
learning and peer interaction during game sessions, further increasing learner motivation along
with participation (Hwang et al., 2023; Chen & Law, 2016).

6.2.3 Problems With Competition in Relation to Steering Documents

The competitive aspect of OGBLPs for vocabulary acquisition in relation to the Swedish
governing documents for upper secondary school raises critical considerations. While
competition is seen as a motivating factor for some students by teachers, it may not align with
the core principles of inclusive education and personalized learning encouraged in the Swedish
steering documents for school (Skolverket, 2018). Therefore, it is important to critically evaluate
its impact within the context of the Swedish educational system as the steering documents
prioritize collaboration in classrooms as well as holistic learning goals including critical thinking
and creativity which should be taken into consideration when implementing OGBLPs
(Skolverket, 2018). As some teachers stated, it may not be effective for every student; therefore,
educators should ensure that the aspect of competition does not overshadow the guidelines of the
steering documents which encourage the individual student’s progress and personalized
experience (Skolverket, 2018). Excessive competition in educational settings has been
highlighted in studies where high levels of competition negatively influence learning as it can
cause stress and increased anxiety among students (Pareto et al., 2012; Cagiltay et al., 2015;
Vandercruysse et al. 2013). Additionally, the Swedish education system puts emphasis on
fostering cooperative learning in collaborative activities to promote students' social skills and to
cultivate positive interdependence among students (Skolverket, 2018).

Subsequently, although competition in OGBLPs promotes perseverance and increases motivation

(Abdul Jabbar & Felicia, 2015; Hwang et al., 2023; Chen & Law, 2016; Chu et al., 2023), it may

29
not fully follow the broader goals of the steering documents which aim to meet students’
emotional, social, and ethical needs (Skolverket, 2021; ter Vrugte et al., 2015). Regarding ethical
considerations, factors including fairness, impact on student’s self-esteem and possibility of
negative effects on the students’ well-being is questioned (Mullins & Sabherwal, 2020; Cheng et
al. 2009). For that reason, teachers should ensure that OGBLPs are implemented in an
environment that supports positive learning that involves relevant and meaningful content where
learners feel a sense of encouragement. It was found that students preferred learning new
vocabulary through a real-life situated environment where they felt a sense of familiarity (Chu et
al., 2023). However, if collaboration was implemented in the OGBLPs instead of individual
competition, although collaboration in OGBLPs can also be competitive, this type of
collaboration develops teamwork and collaboration skills which is outlined in the steering
documents (Skolverket, 2018). It also creates a sense of responsibility and accountability among
team members as each person is responsible for the team's success (ter Vrugte et al., 2015).
Therefore, the key is to strike a balance between competition and collaborative learning whereby
the core guidelines and principles of the steering documents such as cooperation, inclusivity and
students’ emotional well-being are maintained.

6.3 Limitations and Future Directions for Research and Practice in

Game-Based Learning
This study relies on interviews from five teachers at upper secondary school who shared their
experiences in using OGBLPs to facilitate vocabulary acquisition ESL. The results of this study
cannot be generalized as it involves a small sample which makes it difficult to draw conclusions
applicable to a wider group. Furthermore, the results of this study are subjective, as it is based on
the teachers’ unique experiences, perspectives and attitudes which does not represent the
diversity of English teachers in Sweden. Moreover, some of the results may also be biased as the
writers of the paper have been in contact with some of them for an extended duration before the
making of this paper. Thus, the findings of the study may have been influenced by participant
bias and interpretations. Part of the research used in this study was conducted outside of Sweden
and Europe in general which indicates the lack of studies that focus on upper secondary school
within the European and Swedish school system.

30
There are gaps in understanding research on OGBLPs due to the lack of clarity or knowledge of
the games studied including the design features involved, in what scope of the game and its
purpose. There is also a lack of consensus regarding whether learning through OGBLPs can be
directly correlated to academic achievement and improvement. Furthermore, the short timescale
of the existing studies may explain the inconsistency in the results obtained regarding whether
OGBLPs enhances learning and in this case vocabulary acquisition.

For future research, a larger-scale study using a mixed method of qualitative and quantitative
methods that contains an experimental group and a controlled group where OGBLPs are
incorporated into lesson content can be carried out. There is a possibility that studies with longer
and more continuous integration of OGBLPs in ESL lessons are necessary to examine significant
effects of OGBLPs on students’ performance. The relationship between competition, motivation,
and engagement in yielding the intended learning outcomes needs to also be explored further,
and whether these aspects are caused by the novelty effect (excitement and engagement
experienced when one encounters new things, in this case OGBLPs) or the educational value of
these platforms. Further research can also be done with a focus on understanding the specific
mechanisms within OGBLPs that can be used to facilitate vocabulary acquisition. This would
require researchers to investigate design features and gameplay elements, for example Kahoot or
Quizlet which seem to be most frequently used by teachers in Sweden. Gameplay elements and
their effects such as multiplayer and single player can be observed. Furthermore, further research
could focus on whether teacher programs in Sweden provide the proper training and support for
teacher-students to effectively integrate OGBLPs into teaching curriculum content. Further
research can be done to identify helpful instructional strategies that teachers can use to
implement OGPLPs in their classroom for vocabulary acquisition.

31
7.0 Conclusion
The research questions we sought to answer were how effective OGBLPs are for teaching ESL
students in upper secondary school, and what benefits and challenges they hold for learning.
Ultimately, the results showed that OGBLPS may serve as a highly beneficial instrument for
encouraging the acquisition of vocabulary. Such platforms' dynamic and engaging character
might encourage students to take an active role in the educational process, rendering it more
pleasurable and effective.

Moreover, research presented in this study shows that OGBPLs can encourage vocabulary
acquisition when combined with teacher instruction and strategies such as scaffolding as it
allows for a student-centered learning experience. These findings are significant as they show
that it is essential for teachers to step outside their comfort zone in exchange for boosting student
motivation and engagement. However, the results have also highlighted disadvantages with the
use of OGBLPs. One of the highlighted results includes student distraction and confusion where
students who are too unfamiliar or already know the contents may decide to guess rather than
perform cognitive thinking. It is therefore vital to note that whilst OGBLPs can be used to
facilitate ESL vocabulary acquisition, students may not acquire the intended content as they are
distracted by the game elements and excitement.

Finally, this study holds several limitations. First, it was limited to five teachers and was thus of
a small scale. Secondly, conclusions cannot be applied to all situations as the study was
conducted in only two schools in Sweden. Thirdly, no background, age, socioeconomic status
and previous academic achievements were targeted to create a deeper analysis of which students
have the best and worst experience with OGBPLs. Ultimately, we hope that this study shines
more light on the use, benefits, and challenges of using online-game based platforms in
education.

32
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9.0 Appendices

Appendix A: Interview Guide

Category Question Follow-up Questions

Teacher Experience Tell us of your experiences as

a teacher / teaching career

How often have you used

Game-based online
platforms?

How do you interpret the use Could you give an example of

of Game-based Online how you could connect it to
platforms in relation to aim, goal & requirements?
steering documents?

Use and Perceptions of What’s your view of game-

Game-Based Online based online learning
Platforms platforms?

How do you incorporate What specific tools and how

game-based online learning is their usage motivated?
into your lessons to teach
vocabulary?

Could you give an example of

an (un)successful lecture?

What strategies can be used to How have students responded

improve vocab acquisition to the use of those strategies?
with Game-based online
platforms?

In your experience, what In what ways are these tools

skills do students need to used for students who do not
participate in Game-based have those skills?
online platforms?

Challenges and Benefits In your experience, what – if Could you give an example of
any – are the challenges of situations where it was
using online game based disadvantageous?

39
 learning in relation to
vocabulary acquisition?

In your experience, what – if Could you give an example of

any – are the benefits of using situations where it was
online game based learning beneficial?
for vocabulary acquisition?

Why do you think students Can you speak a bit more

are or are not receptive to about potential student’s
Game-based online resistance to Game-based
platforms? online platforms and what
could be done to overcome it?

Appendix B: Consent Form

Consent form
The working title of the research project: "Online Game-Based Learning Platforms and Vocabulary
Acquisition in English for Upper Secondary School"
This research project aims to explore the use, challenges, and benefits of using online game-based learning platforms from a
teachers’ perspective. Furthermore, the study aims to develop a pedagogical process with connections to the national
curriculums and syllabuses alongside a specification of tools used for various assignments. The focus of this practical research
project is English skills from a theoretical, pedagogical and didactic perspective. Qualitative methods such as interviews will be
applied within the study.

The project is designed to follow good research practice in accordance with the Swedish Research Council's guidelines for
ethical research and current legislation. All research material will be handled according to the principles of confidentiality,
anonymity and integrity. Data is treated confidentially within the research group. All data will be anonymized, which means no
data collected in the project can be attributed to a specific individual. On the other hand, certain information comes at an
aggregated group level, as. data from a certain subject group, is handled openly within the organization to promote the school's
internal quality work. The participants' personal integrity and right to protection against transparency in their private life is
protected within the project. All participants’ may discontinue participation in the research project without providing cause.

Consent to participate in the research project "Online Game-Based Learning Platforms and Vocabulary Acquisition
in English for Upper Secondary School"
I have read and understand the study information provided in this document. I have had the opportunity to ask questions and
I have had them answered. I get to keep the written information.
☐ I agree to participate in the study described in this document.
☐ I consent to my personal data being processed in the manner described in this document.

40
Place and date

....................................................................................

Signature and clarification of name

.....................................................................................

41