Exploring Gamified Computer-Assisted Instruction in College English Vocabulary Teaching

Abstract

With advancements in technology, traditional college English vocabulary instruction faces challenges such as limited interactivity and student disengagement. Gamified computer-assisted instruction, which combines educational technology and psychology principles, has emerged as a solution. By incorporating game elements like points, task progression, and rewards, this approach creates an interactive and motivating learning environment. Based on constructivist and self-determination theories, this study tests a gamified framework using a self-developed platform. Results show that gamified tasks reduce resistance to learning, improve autonomous learning, and enhance collaboration. Compared to traditional methods, game mechanics increase language input/output and diversify learning approaches. This research offers practical and theoretical support for reforming English vocabulary instruction in higher education.