Game-based learning (GBL) is increasingly recognized as an effective tool in English as a Foreign Language (EFL) classrooms, fostering engagement, vocabulary acquisition, and other language skills (Davis, 2020). This paper investigates the effects of a cooperative game-based activity on vocabulary retention among Japanese EFL students. A six-week experiment involving pre- and post-tests assessed the efficacy of a custom-designed game adapted from an upcoming solo roleplaying game, Gates of Niflheim, integrating 70 vocabulary selected by me to help with understanding rules and gameplay. Words that were replaced in the original rules were replaced with CEFR A2-B2 level vocabulary words. The findings, supported by statistical analysis of the participants’ performances, demonstrate significant improvement in vocabulary acquisition. Drawing upon the theoretical foundations of cognitive load theory and the motivational principles of GBL (Ferdig, H. & Johnson, T. 2009), this study underscores the pedagogical potential of games in language education. A comprehensive review of relevant literature further contextualizes the role of GBL in EFL, contributing to the growing body of research advocating for interactive and innovative teaching methods.
James R. Dunn (Fri,) studied this question.