Investigating the Effects of Game-Based Learning on Vocabulary Acquisition Across Genders

This study investigates the effectiveness of Animal Crossing: New Horizons as a game-based learning tool for English vocabulary acquisition among elementary-level EFL learners in Taiwan, with particular attention to gender differences. While previous research on game-based language learning has largely focused on purpose-built educational games or reported ungendered outcomes, little is known about how commercial entertainment games support vocabulary learning across genders in formal classroom settings. To address this gap, a quasi-experimental mixed-methods design was employed with 130 sixth-grade students (aged 11–12). Participants completed vocabulary pre- and post-tests, self-report questionnaires, and guided gameplay activities supported by structured checklists and teacher-led discussions. Quantitative data were analyzed using paired- and independent-samples t -tests, while qualitative data were examined using qualitative content analysis of learner reflections. Results showed that gameplay significantly enhanced vocabulary acquisition for both genders; however, female learners demonstrated substantially larger and more consistent gains than male learners. In contrast, male learners reported higher perceived learning and enjoyment despite showing smaller measurable improvements. These findings suggest that pedagogical scaffolding plays a critical role in moderating gender-related motivational tendencies in game-based learning contexts. The study contributes empirical evidence that commercial narrative-based games, when systematically scaffolded, can function as effective and inclusive tools for situated vocabulary learning in elementary EFL classrooms.