Investigating student preferences on gesture-based interactions in a vocabulary game

There is evidence from second-language learning research that acting out vocabulary can improve learning and recall. Gesture-based language learning games have the potential to support this method of learning. A within-subjects design was used to explore student preferences for interaction styles in vocabulary games. Three types of game interaction technologies were examined: a gesture-based game in which the student points to select the vocabulary; an acting game in which the student acts out the meaning of the word to select the vocabulary; and a mouse-based game. The goal was to explore students’ interaction preferences and the reasons behind their preferences as well as issues that could occur while acting out the (abstract and concrete) vocabularies. Thirty-six participants (16 males and 20 females) aged 7–9 played each of the three games in a randomly assigned order. The play sessions were video-recorded, and students participated in a short interview and survey after playing all three games. Overall, most participants enjoyed playing the acting game, suggesting that this interaction approach could be pursued in future educational game design.