This study addresses the persistent challenge of limited vocabulary retention among language learners, which

often results from memorisation practices that lack authentic use. The research investigates the effectiveness of

Vocabulary Quest, an outdoor gamified activity that integrates movement, teamwork, and simple digital tools

to make vocabulary learning active and meaningful. Quantitative and qualitative approaches were combined to

learning designs to promote deeper retention and sustained engagement beyond traditional classroom settings.

The global shift to online learning during the pandemic made it possible for education to continue but also

produced unintended consequences for language learning. Many students became passive recipients of

information and interaction became limited to screens. After returning to in person learning, teachers

recognised the need for classroom practices that restore interaction, movement, and meaningful

communication.

Vocabulary learning, of all language areas, was particularly affected because it is often taught through

memorisation and repetition without authentic use. Research shows that such isolated learning leads to quick

instruction. Instead of focusing on rote recall, it aims to transform vocabulary learning into an active,

meaningful, and social experience. The activity invites learners to move, collaborate, and solve problems

together while engaging with target words across a sequence of stations. This design draws on the principles of

embodied learning and gamification, where physical action and play support cognitive processing and

motivation. By using movement and collaboration, Vocabulary Quest provides repeated and contextual

encounters with words, allowing learners to construct meaning through experience rather than memorisation.

The activity therefore reconnects vocabulary learning with authentic communication and social interaction,

elements that were largely missing during the prolonged period of online learning.

associations. Research consistently shows that repeated exposure and use of words in authentic communicative

contexts are crucial for consolidation and retrieval (Webb & Nation, 2017). In other words, vocabulary

learning is strengthened when it is embedded in purposeful tasks that require interaction and understanding

rather than simple recall.

Gamification in Language Learning Gamification refers to the use of game elements in educational settings to

increase motivation and engagement (Deterding et al., 2011). Elements such as points, challenges, feedback,

and cooperation make learning more interactive and goal oriented. Studies have shown that gamified learning

environments enhance learner motivation and vocabulary acquisition by combining enjoyment with cognitive

effort (Reinhardt & Sykes, 2014; Liu, Lin, & Paas, 2020). Gamification also supports self-regulation and

persistence, which are essential for vocabulary growth. However, most existing research focuses on digital and

contexts (Lave & Wenger, 1991). Together, these perspectives provide a strong foundation for Vocabulary

Quest, where learners interact physically with language in meaningful, team-based situations. The combination

of embodiment and social context allows words to be linked with experiences, actions, and collaboration,

deepening understanding and recall.

Game-based learning uses the structure of play to achieve educational goals through competition, problem

solving, and collaboration (Gee, 2005). Outdoor learning extends these principles beyond the classroom,

allowing learners to connect language with the environment. Studies show that learning outdoors increases

engagement, motivation, and memory retention by providing novelty and authenticity (Rickinson et al., 2004;

Tobin, 2021). Recent work also indicates that outdoor vocabulary activities improve contextual understanding

invested, they are more likely to engage deeply with vocabulary, leading to improved retention. Studies by Su

and Cheng (2015) and Cheng (2025) show that learners often attribute successful word learning to enjoyment

and teamwork. These findings suggest that engagement functions both as a psychological condition and as a

mechanism for learning.

Although many studies have demonstrated the benefits of gamification and digital learning, there remains a

lack of research on physically embodied, outdoor vocabulary activities at the tertiary level. Most studies are

confined to classroom or online settings, with limited investigation into how movement and social interaction

affect adult learners in non-native English contexts such as Malaysia. In addition, few studies have explored

This study combined quantitative and qualitative approaches to investigate the effectiveness of Vocabulary

Quest in enhancing vocabulary learning. A one group pre-test and post-test design was used to measure

vocabulary gains, while open ended surveys provided qualitative insights into learner engagement and

perception.

The study was conducted outdoors on the university campus. Vocabulary Quest consisted of five learning

stations, each designed to promote embodied learning and collaboration through gamified tasks. The stations

were arranged in an open area that allowed teams to move, communicate, and interact freely. Facilitators were

5. The Lost Lexicon Board – students completed word puzzles that reinforced word meaning and usage.

Each station involved approximately ten to twelve minutes of interaction, after which teams rotated to the next

station.

Two instruments were used for data collection. The first was a forty-item vocabulary quiz consisting of

matching, recognition, and identification items that tested receptive knowledge of the target words. The same

quiz was administered before and after the activity to measure vocabulary gains. The second instrument was an

open-ended learner survey that gathered reflections on engagement, task difficulty, and learning experience.

The procedure began with a short briefing where participants were introduced to the rules and objectives of the

This section presents both quantitative and qualitative findings from the study. The quantitative results show

highlight how learners experienced and perceived the activity.

Quantitative Findings

Table 1: Descriptive statistics for pretest and post-test vocabulary scores

motivational benefits of gamification. The embodied and contextual nature of the tasks strengthened memory

and recall, consistent with the principles of embodied cognition (Barsalou, 2008). The cooperative structure

promoted social learning, echoing situated learning theory which emphasizes participation in meaningful,

shared activities (Lave & Wenger, 1991).

3. Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness:

Defining “gamification.” In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–

15). ACM. https://doi.org/10.1145/2181037.2181040

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12. Nation, I. S. P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University Press.

13. Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, M. Y., Sanders, D., & Benefield, P. (2004). A

review of research on outdoor learning. National Foundation for Educational Research.

14. Schmitt, N. (2008). Instructed second language vocabulary learning. Language Teaching Research, 12(3),

329–363. https://doi.org/10.1177/1362168808089921

15. Tobin, J. (2021). Embodied learning and outdoor play in second language development. TESOL Quarterly,

55(1), 7–32. https://doi.org/10.1002/tesq.592

16. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard

University Press.