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This study investigates the effect of a gamified question-and-answer application, the Quiz Game, on German vocabulary learning for Turkish students. Thirty-one third-grade students practiced the app during an 8-week period. Qualitative interviews and motivation inventories, alongside pre- and post-tests, assessed word recognition and strategy use. 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Among the components in learning the German language, vocabulary is one of most difficult and important component. The purpose of this study is to investigate the effect of using a gamified application, on German vocabulary to Turkish students learning German as a second foreign language. The Quiz Game, a gamified question and answer tool, was implied to participants by the researcher. Totally,31 3th grade students participated in this study. During 8-week treatment, the students practiced the Quiz Game application in 20 minutes periods. Qualitative data include interviews and personal motivational inventory that were collected for each participant to determine how participants perceived their experience with this game.  \nQuantitative data for each participant, including pre-tests and post-tests were collected to examine participants' progress in word recognition and the impact of games on the students’ use of vocabulary learning strategies. The findings show that with the help of this gamified practice tool the 97% of the learners are more eager to learn German especially vocabulary and a significant difference between pre-and-post test scores of the students’ vocabulary knowledge was found (t(30)=-9.12, p\u003C.01) . It is clear from the interview answers that participants wrote most of them have positive attitudes and adjectives towards to the Quiz Game application. This study may have recommendations to be taken for consideration for further research; younger learners and elder learners may be conducted to enlarge the findings.  \nKeywords: vocabulary learning, gamification, german vocabulary, gamified, digital game based learning  \nINTRODUCTION  \nIt is important to record down that while teaching foreign language learners` needs, can differ widely and that is why, there should be integrated different instructions, methods, models [etc. in](etc. in) the classroom based on learners` needs.  \nAnyaegbu (2010) believed that our learners are changing rapidly; most of them find classroom activities boring and finally they lose their interest during learning process. Since the educational system no longer meets the demands of our society, Shaw (as cited in Bromley, 2007) proposed that teachers should always search for new ways to connect with future learners while teaching new vocabulary.  \nAccording to the study of Huyen et al. (2013),it is obvious that during the learning and teaching of vocabulary, games have got a crucial role. To show this, I selected to do a research on this topic. It is also important for the educator to choose suitable games according to the objectives, the number of learners, proficiency level, cultural context, timing and classroom settings.  \nThe purpose of this study was to investigate German students’ perceptions, ideas on the motivation and vocabulary performance of using a gamified application for German learning in a private school, in Turkey. To investigate the purpose of the study data has been done by pre-test, post-test, open-ended questionnaire and a motivation inventory. Through the pre-test–post-test method, it has been investigated the development of the students after playing QuizGame question and answer tool in their lessons. Open-ended questionnaire has been applied to derive the thoughts and experiences of the participants about the Quiz Game application and learning through Quiz Game application. Also, the motivation ","cbCaiqC0nf6jO1Jq","https://ap.wps.com/l/cbCaiqC0nf6jO1Jq","pdf",318986,15,"English","# Abstract\n# Introduction\n# Literature Review\n## Second Language Learning","[{\"question\":\"What does the study examine regarding German vocabulary learning?\",\"answer\":\"The study examines how using a gamified question-and-answer application (the Quiz Game) affects German vocabulary learning for Turkish students.\"},{\"question\":\"How was the Quiz Game implemented during the research?\",\"answer\":\"The Quiz Game was introduced by the researcher, and students practiced it in 20-minute periods over an 8-week treatment.\"},{\"question\":\"What outcomes were measured and what were the main findings?\",\"answer\":\"Pre- and post-tests measured progress in word recognition and vocabulary learning strategy use, while interviews and motivation inventories captured perceptions. Findings indicate increased eagerness and a significant difference between pre- and post-test scores.\"}]","Vocabulary Learning through a Gamified Question and Answer Application | PDF",1790611935,38]