Narrative-Driven vs. Competitive Games: A Comparative Study on Engagement and Vocabulary Retention in EFL Learners

Document Type : Original Article

Authors

1 Department of English Language and Literature, Faculty of Humanities, Ilam University, Ilam, Iran

2 Department of Language and Linguistics, University of Essex, Colchester, UK

3 Post-Doctoral Researcher of Instructional Technology at Europa-Universität Flensburg, Flensburg, Germany

4 Department of Business and Management Studies, Gulf College, Muscat, Oman

Abstract

This study examines the differential impacts of narrative-driven and competitive game-based learning on engagement and vocabulary retention among English as a Foreign Language (EFL) learners using a non-randomized quasi-experimental design. 80 intermediate EFL learners were divided into two groups: one engaged with a narrative-driven role-playing game (RPG) emphasizing story-driven tasks, and the other with a competitive multiplayer game focused on time-bound challenges and leaderboards. Over twelve weeks (totaling 1,440 minutes of gameplay), both groups interacted with their respective games twice weekly. Pre- and post-tests using a 50-item vocabulary retention measure (assessing word recognition, meaning recall, and contextual usage and the Game Engagement Questionnaire (GEQ) assessed outcomes. Quantitative analysis revealed that the narrative-driven group demonstrated significantly higher vocabulary retention (p < 0.001, Cohen’s d = 0.81). In contrast, the competitive group reported higher self-reported engagement. Qualitative data highlighted that narrative games fostered deeper cognitive processing, while competitive games enhanced motivation through extrinsic rewards. These findings suggest that game genre mechanics influence EFL learning outcomes differently, with narrative structures favoring retention and competitive elements boosting engagement. The study advocates for a balanced integration of both genres in EFL pedagogy to leverage their complementary strengths, while calling for further exploration of long-term effects and individual learner preferences

Keywords

Main Subjects

Technology Assisted Language Education
Volume 4, Issue 1
March 2026
Pages 1-22

Files

Share

How to cite

Statistics