The Influence of Gamified Learning and Linguistic Intelligence on Vocabulary Acquisition

Abstract

Gamification has emerged as a captivating topic within the sphere of education. However, its efficacy often differs across contexts and student profiles. Understanding the interaction between gamification and individual differences—especially linguistic intelligence—is crucial for optimizing educational strategies. This study investigated the influence of gamified learning and linguistic intelligence, as well as their interaction, on vocabulary acquisition among secondary school students in Indonesia. A quasi-experimental design with a factorial (2x2) pretest-posttest nonequivalent control group model was employed. The study involved 64 eighth-grade students from Mrebet 2 State Secondary School, Purbalingga, Indonesia, who were selected using convenience sampling based on class availability. A vocabulary pretest and posttest served as the sources of data collection, along with a structured questionnaire measuring linguistic intelligence, and analyzed using two-way ANCOVA. The findings revealed significant differences in learning outcomes between the gamification and non-gamification groups, F(1, 60) = 27,29, p < 0,001. Learning outcomes also differed between students with strong and weak linguistic abilities, F(1, 60) = 4,90, p < 0,031. Moreover, an interaction effect was identified between gamification and linguistic intelligence on vocabulary acquisition, F(1, 60) = 5,90, p < 0,018. The study found that learners with low linguistic intelligence who were taught through gamification strategies achieved a slightly greater increase in vocabulary scores compared with learners possessing high linguistic intelligence. These results contributed to the ongoing debate on the integration of gamified elements in vocabulary learning, drawing attention to the necessity of linguistic intelligence as a moderating factor in shaping learning outcomes.