The Effect of Interactivity with WarioWare Minigames on Second Language Vocabulary Learning

Abstract

This experimental study investigated whether videogame interactivity would help or hinder the acquisition of second language vocabulary. Forty-six Japanese university undergraduates participated. In pairs, one subject played English-language minigames for 10 minutes and another subject watched the games. Immediate and delayed vocabulary recall tests and a cognitive load measure were administered. Players recalled significantly less vocabulary than watchers, and this seems to be a result of the extraneous cognitive load induced by the interactivity of the game. We suggest implications for the research, design, pedagogy and study of educational games for language learning.