Abstract
This experimental study investigated whether videogame interactivity would help or hinder the acquisition of second language vocabulary. Forty-six Japanese university undergraduates participated. In pairs, one subject played English-language minigames for 10 minutes and another subject watched the games. Immediate and delayed vocabulary recall tests and a cognitive load measure were administered. Players recalled significantly less vocabulary than watchers, and this seems to be a result of the extraneous cognitive load induced by the interactivity of the game. We suggest implications for the research, design, pedagogy and study of educational games for language learning.
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