Beyond Vocabulary Gains: Gamification, Digital Capital, and Learner Attitudes in Chinese Language Education

This study investigates the impact of gamified platforms, Wordwall and Seewo, on vocabulary retention and learner motivation in Chinese as a Foreign Language (CFL) classroom among Thai secondary students. A quasi-experimental design with three groups—Wordwall, Seewo, and traditional instruction—was conducted using pre- and post-tests alongside motivation surveys. Results showed that Wordwall produced the highest vocabulary gains and motivation scores, while Seewo fostered engagement but yielded moderate performance gains comparable to traditional methods. While motivation was measured directly, learner attitudes are discussed as a broader conceptual lens for understanding how gamification influences affective orientations toward language learning. Beyond individual outcomes, the study highlights how structural and cultural factors shape the effectiveness of digital tools. Unequal school resources, differences in teacher readiness, and varying levels of institutional support create disparities in learners’ opportunities to benefit from gamification. Concepts such as digital capital and social capital help explain why engagement and perceptions of gamified learning differ across contexts. The study contributes to the sociology of education by demonstrating that gamification in CFL classrooms is not only a matter of cognitive gains but also of equity, opportunity, and inclusion.