The Impacts of Game-based English Synonyms Learning: A Gender Difference

Abstract

Students lack motivation to learn English vocabulary. Accordingly, this study combines hand-eye coordination and expanding strategies to design a Game-Based English Vocabulary Learning System (GEVLS) to enhance their motivation. This study used an open-ended questionnaire to qualitatively explore how gender differences influenced their perception of the GEVLS. The results showed that both males and females valued button design and smooth gameplay. However, females preferred color coordination, entertaining elements, and clear guidance, and showed lower demands; males focused on information clarity and immediate feedback, showing goal-oriented tendencies and appreciating low-pressure learning. This study exposed gender differences in perceptions of the GEVLS and highlighted the essence of balancing aesthetics and information, as well as entertainment and functionality, to meet the diverse needs of learners.