Validating a standardized procedure for effectiveness assessment: learning English vocabulary through gameplay

Recent years saw the emergence of a need for systematic effectiveness assessment of digital game-based learning (DGBL) interventions. This paper presents the results and lessons learned of a case study of Mingoville, a game for primary school English learning for non-native speakers, using a standardized experimental procedure for assessing the effectiveness of DGBL. Results show a mixed picture with the game-based intervention being more effective in terms of enjoyment, similarly effective in terms of short-term learning yet less effective in terms of long-term learning. Moreover, results indicate that shortening the gaming intervention and implementing a debriefing session yielded lower learning gains both in the short and long term. Overall, this study shows the potential of a standardized procedure for DGBL effectiveness assessment providing a baseline for comparison in future DGBL studies. Implications and suggestions for future research are discussed.