Comparison of worksheet-based and digital game-based vocabulary exercises in terms of vocabulary retention and intrinsic motivation

Two techniques for vocabulary learning and retention that educators have effectively utilized thus far are digital game-based vocabulary exercises, which incorporate elements of gamification, and worksheet-based vocabulary exercises. The significance of vocabulary retention and motivation is undeniable in English as a foreign language (EFL) education. Paper worksheets have served as an effective technique for learning and enhancing vocabulary retention. On the other hand, the evolving learning preferences of today's "digital natives" and the challenges they encounter, such as difficulties in vocabulary retention, have underscored the importance of integrating technology and digital game-based vocabulary exercises into language teaching. In essence, the study aims to explore and compare the potential effects of digital game-based vocabulary exercises, utilizing two platforms, Memrise and Easy Notecards, with those of worksheet-based exercises, on vocabulary retention and intrinsic motivation regarding doing vocabulary exercises. The study was conducted at the School of Foreign Languages of a state university. The participants consisted of Turkish EFL students enrolled in the preparatory school. Participants who could not complete the final module, B2, were studying in the Summer School program to continue their studies. The study, which focuses on two distinct groups, the control group (n= 19) and the experimental group (n= 25), aims to comprehend the potential impact of digital game-based exercises and worksheets on vocabulary retention and intrinsic motivation levels. Methodologically, the study was conducted using a quasi-experimental design with both control and experimental groups, employing a pre-test and a post-test. The study involves 44 B2 level students (23 male, 21 female) enrolled in an English preparatory program over a 4-week period. The results of the 'Vocabulary Retention Test' and 'Intrinsic Motivation Inventory Regarding Doing Exercises', which are data collection tools, indicate a significant improvement in both groups in terms of vocabulary retention and intrinsic motivation. However, statistically significant differences in post-test scores between digital game-based and worksheet-based exercises were not found, suggesting similar effectiveness for both approaches. On the other hand, the intrinsic motivation inventory regarding doing exercises indicates a moderate increase in positive motivation for both groups and suggests potential advantages of digital game-based exercises in reducing stress levels. In conclusion, the findings of the study demonstrate that both digital game-based and worksheet-based vocabulary exercises can be used as effective instructional methods in foreign language education, promoting both intrinsic motivation and supporting vocabulary retention.