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Results indicate simulation games can support long-term vocabulary retention.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/the-effect-of-a-simple-simulation-game-on-long-term-vocabulary-retention/595654/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/the-effect-of-a-simple-simulation-game-on-long-term-vocabulary-retention/595654.png","ImageObject",300,407,{"name":42,"@type":43},"Well Done","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"How did the study test the simulation game’s effect on vocabulary learning?","Question",{"text":62,"@type":63},"It used a quasi-experiment with EFL learners in whole classes. One group used Quizlet together with the simple simulation game (3rd World Farmer), while the control group used Quizlet alone.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Was there any short-term benefit from using the simulation game?",{"text":67,"@type":63},"No. The simulation game showed no short-term benefit in the immediate results.",{"name":69,"@type":60,"acceptedAnswer":70},"What happened in the delayed assessment, and why is it important?",{"text":71,"@type":63},"On a delayed post-test administered 11 weeks after treatment, the treatment group outperformed the control group. This supports the conclusion that simulation games can improve long-term retention of target vocabulary.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},595654,1792165308,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":145},5909892210082,"https://ap-avatar.wpscdn.com/avatar/56001069da27c9f41e8?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789614185077863061","calico journal (online) issn 2056–9017  \nArticle  \nThe Effect of a Simple Simulation Game on Long-Term Vocabulary Retention  \nStephan J. Franciosi, Junichi Yagi, Yuuki Tomoshige, and Suying Ye  \nAbstract  \nRecent studies have shown that simulation games may be useful tools for supporting foreign language education. However, much of this research has focused on games using 3D graphic technology, which entail technical requirements that may render them too complex for use in many educational contexts. Accordingly, we wanted to determine if less complex simulation games could also support the acquisition of a foreign language. We conducted a quasi-experiment using whole classes comprising EFL learners at a Japanese university. A treatment group used an online vocabulary learning application (Quizlet) in conjunction with a simple simulation game (3rd World Farmer), and a control group used the vocabulary learning application alone. Although using the simulation game showed no short-term benefit, the treatment group outperformed the control group on a delayed post-test administered 11 weeks after treatment. We conclude that the effect of simulation games can be used in foreign language learning to improve long-term retention of target language vocabulary.  \nKeywords: simulation game; vocabulary learning; vocabulary retention  \nAffiliation  \nOsaka University, Graduate School of Language and Culture, Osaka, Japan. email: [steve.franciosi@gmail.com](steve.franciosi@gmail.com) (corresponding author)  \ncalico journal vol 33.3 2016 355–379 ©2016, equinox publishing  \ndoi : 10.1558/cj.v33i2.26063  \n356 The Effect of a Simple Simulation Game  \nIntroduction  \nResearch interest in digital game-based learning solutions for foreign language education has existed for several decades, and more current empirical investigations naturally tend to feature the latest technology as it becomes available. Thus, much of the recent empirical data on the effect of computer games on foreign language learning is centered around games rendered in 3D virtual worlds, such as The Sims 3 or Second Life (Bakar & Nostratirad, 2013; Berns, Gonzalez-Pardo, & Camacho, 2013; Chen, 2014; Milton, Jonsen, Hirst,& Lindenburn, 2012; Ming, Ruan, & Gao, 2013; Peterson, 2011, 2012) . A basis for this focus could be the assumption that 3D virtual environments offer the optimal learning affordances because of their capacity to provide sensory-rich experiences. However, while the results of these studies have been encouraging, 3D environments are often impractical in many educational contexts because they require sophisticated technical capabilities, and learners must undergo time-consuming training to operate the complex systems before they are able to begin learning the subject matter (Inman, Wright, & Hartman, 2010; Liou, 2012; Taylor & Chyung, 2008; Wang & Shao, 2012; Zhang, 2013) . Additionally, it is notable that among the six advantages of 3D games raised by Berns, Gonzalez-Pardo, and Camacho (2013, p. 211), those being immersion, goals, real-time feedback, agency, engagement and learner-centeredness, only the first could pertain directly to games rendered in 3D, while the remaining five could be features of other types of learning activities. As Gee (2004, 2005) claims, the experience instilled by a game’s mechanics is what makes it pedagogically effective, more so than its immersive 3D graphics. Thus, there is a question as to the necessity of 3D virtual environments. If simpler types of computer games are also effective at enhancing foreign language skills, they may offer an accessible alternative to learners and instructors with constraints on curricular flexibility, or without access to the requisite quality of computer infrastructure.  \nOn the basis of these considerations, the purpose of this quasi-experimental study was to test the effectiveness of a type of simple online simulation game in facilitating vocabulary learning among learners of English as a Foreign Lan","cbCaiua9qgPF8qb5","https://ap.wps.com/l/cbCaiua9qgPF8qb5","pdf",730864,25,"English","# Abstract\n# Introduction\n## Digital game-based learning and 3D environments\n## Purpose and research question\n# Conceptual framework","[{\"question\":\"How did the study test the simulation game’s effect on vocabulary learning?\",\"answer\":\"It used a quasi-experiment with EFL learners in whole classes. One group used Quizlet together with the simple simulation game (3rd World Farmer), while the control group used Quizlet alone.\"},{\"question\":\"Was there any short-term benefit from using the simulation game?\",\"answer\":\"No. The simulation game showed no short-term benefit in the immediate results.\"},{\"question\":\"What happened in the delayed assessment, and why is it important?\",\"answer\":\"On a delayed post-test administered 11 weeks after treatment, the treatment group outperformed the control group. This supports the conclusion that simulation games can improve long-term retention of target vocabulary.\"}]","The Effect of a Simple Simulation Game on Long-Term Vocabulary Retention | PDF",1792081563,63]