Transitioning from Traditional Vocabulary Learning Methods to Gamified English Vocabulary Applications: A Study of Chinese EFL Learners Using the Push-Pull-Mooring Model

Mobile gamified learning is entering a high-speed development stage due to the increasingly in-depth integration of information technology education. Rising numbers of learners are turning to gamified learning applications as an essential tool in their learning process, especially in foreign language learning. Using the Push-Pull-Mooring (PPM) model, this study aimed to investigate Chinese English as a Foreign Language (EFL) learners’ switching intention from traditional vocabulary learning methods to gamified English vocabulary applications (GEVA). The researchers employed a three-step sampling method to collect 639 valid samples from full-time students at three universities in Hubei Province, which consisted of 321 males and 318 females, with an average age of 23.4 years ( SD = 3.62), and all participants were non-English majors. Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to test all hypotheses. The finding revealed that push effects (learning inconvenience and dissatisfaction), pull effects (learning autonomy, perceived usefulness, and perceived enjoyment), and mooring effects (switching costs and habits) can significantly influence Chinese EFL learners’ switching intention. Besides, mooring effects can significantly moderate the relationship between push effects and switching intention. This study could help educators and educational administrators develop better instructional methods and provide students with a more enjoyable and lively learning environment. Furthermore, APP developers and providers can also gain new insights and optimize their apps according to the preferences of Chinese EFL learners.