Comparing Traditional and Game-based Learning Methods for Teaching English Vocabulary to Primary 3 Chinese Students

Abstract

To address persistent challenges in primary English education—such as low student engagement and ineffective vocabulary retention—this study investigated the efficacy of gamified learning methods compared to traditional approaches. The research objectives were twofold: (1) to evaluate whether gamified methods enhance vocabulary mastery among third-grade Chinese students, and (2) to explore students’ perceptions and the demographic inclusivity of this pedagogy. An eight-week intervention was conducted with 80 participants (40 experimental, 40 control) from a public school in Gansu Province, China. Data were collected through pre/post vocabulary tests (30-item image-matching assessments) and semi-structured interviews. Quantitative analysis revealed that the experimental group achieved significantly higher post-test scores (25.18 ± 1.88 vs. 23.33 ± 2.31; t = 3.925, p < 0.001, Cohen’s d = 0.88), with learning gains 1.37 times greater than the control group. Qualitative findings highlighted that 83.3% of students perceived gamified activities (e.g., “word chain games” and “role-playing”) as more engaging, citing improved retention, reduced anxiety, and enhanced peer collaboration. Notably, statistical analyses confirmed universal applicability across gender (F = 0.172, p = 0.679) and age (F = 0.012, p = 0.914) subgroups. These results demonstrated that gamified learning not only improves vocabulary acquisition but also fosters inclusive, anxiety-free learning environments. The study contributes actionable insights for integrating game-based strategies into primary English curricula, emphasizing their potential to align with diverse learner needs and advance pedagogical innovation in China’s education system.