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This paper investigates the impact of the classroom uses of a digital hidden object game in which students should match visual objects with their English vocabulary equivalents. The essential features of this game are similar to conventional classroom uses of pictures to help learn new English words, so this study investigates whether playing a hidden object game fosters English vocabulary learning and learning motivation. The 57 subjects studying at a junior high school (i.e. seventh-graders) in Taiwan were carefully assigned to form an experimental (N=28) and control group (N=29) and the only teaching variable between the two groups was controlled by the treatment with or without a hidden object game in class. It is revealed that compared with control group, the students in the hidden object game group significantly outperformed regarding vocabulary recognition. However, even though the experimental group also showed relatively higher learning motivation, there was no significant difference between two modes.
Hong et al. (Sat,) studied this question.