Incidental vocabulary learning from digital games: the predictive role of game playing time, foreign language motivation, and anxiety

Introduction This study examined the effect of digital games on incidental second language (L2) vocabulary learning and identified the factors predicting incidental word learning through digital gameplay. Methods Data were collected in two stages. In the first stage, 1,204 middle school students participated, including 603 students who played digital games and 601 who did not. An achievement test consisting of vocabulary items that could be incidentally learned from a digital game was administered. In the second stage, analyses focused only on the 603 students who played digital games. Their vocabulary knowledge, L2 learning motivation, anxiety levels, and digital game playing duration were examined. Results The results indicated that students who played digital games performed significantly better than those who did not. Correlation analyses revealed a moderate positive relationship between vocabulary test scores and gaming duration, as well as a positive relationship between vocabulary knowledge and motivation. In contrast, vocabulary test scores were negatively correlated with anxiety. Hierarchical regression analysis showed that digital game playing time was the strongest predictor of incidental vocabulary learning. In the final model, which included gaming duration, motivation, and anxiety, the explained variance reached 29.8%. Discussion Overall, the findings suggest that digital games may be associated with incidental L2 vocabulary learning and may provide environments where such learning can occur. In addition to exposure frequency, affective factors such as motivation and anxiety play a significant role in this process. Therefore, the study underscores the importance of incorporating psychological variables when designing and implementing digital game-based language learning environments.