Game-Based Online Dynamic Glosses: Learners’ Attitudes and the Effects on Second Language Vocabulary Acquisition and Multidimensional Engagement

This study investigates the relative effectiveness of game-based online dynamic glosses (GODG) and text-based offline dynamic glosses (TDOG) on English as a second language (EFL) learners' vocabulary acquisition and multidimensional engagement. A between-subjects experimental design was employed, with 60 intermediate-level participants randomly assigned to either the GDOG or the TDOG groups. During the 6-session, the two groups learned the same word list using printed or game-based digital dynamic glosses (DGs). The data were gathered using vocabulary pretest/post-test scores, learner logs completed during the intervention, and an engagement questionnaire administered to the GODG group following the intervention. Data analysis revealed that, while both groups showed significant second language (L2) vocabulary gains, the GODG group revealed more significant gains. Moreover, online dynamic game-based glosses enhanced students' multidimensional engagement, particularly boosting behavioral engagement. Finally, thematic analysis of learner logs uncovered various themes, reflecting learners’ attitudes toward each intervention mode. Pedagogical implications were discussed.