Vocabulary learning is a core component of English language education, yet many foundation students

struggle with retention and application when relying on traditional teaching methods. This extended abstract

presents VocabQuest, a gamified digital innovation designed to improve vocabulary acquisition through

interactive, syllabus-based activities. Developed using the ADDIE model, which strengthens methodological

rigor, the innovation integrates cost-effective and widely accessible platforms such as Kahoot, Quizizz, and

Wordwall to create three main game modes: Word Hunter, Match & Win, and Survival Quiz. These activities

transformative, student-centered approach to language education. Scalable and cost-effective, VocabQuest has

strong potential for wider adoption across Politeknik campuses and other educational institutions,

demonstrating the transformative power of gamified learning in language education.

Motivation, Gamified Learning

Vocabulary acquisition is central to English language proficiency, influencing students’ reading

comprehension, writing, and communication skills. Despite its importance, many foundation students at

Politeknik Nilai face difficulties mastering new vocabulary due to reliance on traditional approaches such as

rote memorization and lecture-based teaching. These methods often result in low engagement, poor retention,

academic performance but also reduces students’ confidence in using English in academic and professional

contexts. Therefore, there is a clear need for an innovative, interactive, and engaging approach to vocabulary

learning that aligns with the syllabus while motivating students to participate actively.

1. To improve vocabulary mastery among foundation students by at least 20% within four weeks.

2. To achieve at least 80% learner engagement, with students preferring game-based learning to traditional

methods.

3. To promote 21st-century skills such as collaboration, creativity, and digital literacy through gamified

These activities are supported by leaderboards, badges, and points to sustain motivation. To mitigate the risk of

demotivation among lower-performing students, the system offers points and badges for effort and

participation in addition to achievement, maintaining a focus on individual progress and inclusivity. The

innovation was developed following the ADDIE model:

 Analysis: Surveys and lecturer feedback identified key challenges in vocabulary learning.

 Design: Game mechanics and vocabulary themes were planned based on the Foundation English syllabus.

 Development: Games were built using Kahoot, Quizizz, Wordwall, and Genially.

 Implementation: Pilot testing was conducted with 30 students over four weeks.

 Evaluation: Effectiveness was assessed through pre/post-tests, surveys, and observations.

These findings demonstrate that VocabQuest is cost-effective and accessible using smartphones and laptops,

making it highly feasible for classroom integration. While digital access remains a challenge in some contexts,

the pilot ensured students utilized campus Wi-Fi and accessible devices (smartphones/laptops) to mitigate

and beyond.

The novelty of VocabQuest lies in its syllabus-integrated gamification, which combines curriculum relevance

with interactive game mechanics. Unlike generic vocabulary apps, VocabQuest aligns directly with the English

syllabus, ensuring educational impact while keeping learners motivated.

Recommendations for future development:

contribution to English learning.

for different proficiency levels, ensuring weaker students remain motivated without being overshadowed

participated in the pilot study and provided constructive feedback. Special appreciation goes to Hajah

Rosmawati binti Razak, Head of Department, Jabatan Pengajian Am at Politeknik Nilai for her guidance,

encouragement, and support throughout the research and testing process. I also extend my gratitude to

institutional management for providing the necessary resources and a supportive environment to carry out this

innovation project. Finally, I acknowledge my peers, mentors, and colleagues who shared valuable insights

that helped refine the design and implementation of this work.

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

https://doi.org/10.1145/2181037.2181040