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Incidental vocabulary learning through gaming

An exploratory study in an extramural context

ORCiD logo with link | University of Sheffield
 | University of Sheffield
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Available under the Creative Commons Attribution (CC BY) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Open Access publication of this article was funded through a Transformative Agreement with University of Sheffield.

Published online: 2 March 2026
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https://doi.org/10.1075/itl.25017.sup
Abstract
Second language (L2) acquisition research emphasises the critical role of out-of-classroom (extramural) input in L2 development. Despite its popularity among L2 learners, the effectiveness of gaming on incidental L2 vocabulary development remains understudied. Thus, this exploratory study investigates whether vocabulary can be acquired from playing computer games and how learner-specific factors (L2-English vocabulary size, gaming habits, engagement) influence learning gains. Twenty-three intermediate English learners played a modified game featuring embedded nonwords in the written game text. Vocabulary knowledge was assessed at form-recall and meaning-recognition levels. An increase in vocabulary knowledge was found for both levels immediately after treatment, with considerable retention after one week. Gaming habits and engagement significantly predicted gains. Findings suggest gaming is an effective extramural activity for incidental L2 vocabulary development, offering important insights for L2 teaching and research.
Article outline
  • Introduction
  • Background
    • Incidental vocabulary learning
    • Gaming and vocabulary learning
    • Factors affecting incidental vocabulary learning through gaming
    • The present study
  • Methodology
    • Participants
    • Materials
    • Target items
      • Target items selection
      • Nonword replacement
    • Measurement instruments
      • Form-recall
      • Meaning-recognition
      • Questionnaire
    • Procedure
    • Scoring and analysis
  • Results
    • Descriptive analysis
    • Vocabulary gains over time
    • Effect of word- and learner-related factors
      • Form-recall
      • Meaning-recognition
  • Discussion
    • Incidental vocabulary learning through COTS games
    • Learner-related factors: Gamer experience, engagement, and cognitive load in vocabulary learning
    • Word-related factors: Saliency
  • Conclusion and future research
  • Notes
  • References
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