Implementing FunBingo as a Video Game to Increase EFL Students´ Motivation to Learn Vocabulary

Background/purpose. Digital games have been recognized as valuable tools for creating motivating, interactive learning environments, particularly for vocabulary learning. In this line, the purpose of the present study is to determine the impact of the FunBingo video game on students’ motivation to learn English as a Foreign Language vocabulary.

Materials/methods. The research process lasted five months. A quasi-experimental design with a quantitative approach was used with a sample of 416 public school participants (242 females and 174 males) aged 11 to 12. Their proficiency in English was A1 according to the Common European Framework. The students were divided into an experimental and a control group; the control group was assigned to learn vocabulary using traditional resources, while the experimental group used the FunBingo game. Data were collected using a survey and pre-test and post-test techniques with their corresponding validated instruments (a motivation questionnaire and multiple-choice questionnaires, respectively). The data were analyzed using SPSS software.

Results. Findings demonstrate that key motivational constructs, such as enjoyment, interest, and satisfaction, were fostered by the FunBingo video game in EFL vocabulary learning. Besides, the results confirmed meaningful gains: the experimental group outperformed the control group (H = 14.61, p = .00013) and showed substantial pre- to post-test improvement (H = 225.04, p < .00001), with a moderate-to-large time-factor effect (η² = .271

Conclusion. FunBingo significantly increased students' motivation and contributed positively to vocabulary learning, demonstrating the potential of gamified tools to enhance learner engagement and retention.

Keywords: EFL vocabulary, FunBingo, Learning, Motivation, Video games

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