Doctoral student Michal Sadan, Dr. Orly Lipka, and Prof. Tami Katzir have published a new article in the journal “Computer Assisted Language Learning”. The study examines the impact of digital vocabulary games versus digital worksheet on learning outcomes and achievement emotions among third-grade students with diverse reading abilities.

Research findings showed similar vocabulary improvement with both tools. However, digital games elicited more positive emotions and calmness. Struggling readers experienced fewer negative emotions during game-based practice and achieved results similar to proficient readers with both tools. The findings have important implications for designing personalized learning environments while promoting a positive learning experience

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