抄録
Game-based Classroom Response Systems (GCRS) such as Kahoot! have attracted attention for promoting interactive learning. Although Kahoot! is widely used, recent studies suggest that its effectiveness for second language (L2) vocabulary acquisition may be limited (e.g., Reynolds & Taylor, 2020). This is potentially due to suboptimal utilization for vocabulary learning. To address this issue, the present study examined the differential effects of two game modes on the effectiveness of vocabulary learning. Sixty-seven junior high school students were assigned to either the “Treasure Trove Mode” group, which offers repeated exposure to target items, or the default “Classic Mode” group. Results from a Generalized Linear Mixed Model (GLMM) showed that the Treasure Trove Mode group significantly outperformed the Classic Mode group in an immediate post-test, aligning with previous research that highlights the benefits of within-session repeated retrieval (e.g., Nakata, 2017; Peters, 2014). However, no significant differences were found between the groups in a delayed post-test one week later, suggesting that a single session of repeated retrieval alone may not ensure long-term retention. These findings underscore the short-term effectiveness of repeated retrieval in Kahoot!’s Treasure Trove Mode, while also indicating the need for additional strategies, such as increased repetition frequency or distributed practice, to achieve lasting vocabulary retention.
