本研究以游戏化学习理念为理论基础，结合数字平台 Kahoot 与 Wordwall，探讨其在高 中汉语词汇教学中的应用效果。研究目的包括：（1）考察基于游戏化平台的词汇教学对学生 汉语词汇学习成绩的影响；（2）比较实验组与对照组学生词汇学习成绩的变化情况；（3）分 析学生在课堂中的学习参与情况。 本研究采用准实验研究设计，以泰国曼谷邦卡碧学校高中五年级两个班级共 68 名学生为 研究对象，其中实验组 32 人，对照组 36 人。实验组采用基于 Kahoot 与 Wordwall 的游戏化 词汇教学模式，对照组采用传统词汇教学方法。实验周期为 6—8 周。研究工具包括教学设计 方案、词汇学习成绩测试及学习参与度问卷。数据分析采用描述性统计（平均数与标准差）、 独立样本 t 检验及配对样本 t 检验。 研究结果表明：（1）实验组与对照组学生在实验后成绩均有所提升，且实验组学生后测 成绩高于对照组；（2）实验组学生前后测成绩存在显著差异（p＜0.05），表明其词汇学习成 绩获得明显提高；（3）学生在课堂学习中的参与度整体处于较高水平，表现为学习兴趣提 升、课堂投入增加以及同伴互动更加积极。此外，Kahoot 与 Wordwall 的应用有助于营造积 极愉快的课堂氛围，提高学生对汉语词汇学习的兴趣。 研究结论表明，基于 Kahoot 与 Wordwall 的游戏化教学活动在促进学生汉语词汇学习和 提升课堂参与度方面具有积极作用。由于实验组与对照组在实验前的词汇水平存在显著差异， 因此研究结果仍需谨慎解释。未来研究可进一步扩大样本规模，并采用更严格的实验设计，以 进一步验证游戏化教学在汉语词汇教学中的应用效果。
This study is grounded in the theory of gamified learning and integrates the digital platforms Kahoot and Wordwall to investigate their effectiveness in teaching Chinese vocabulary at the senior high school level. The objectives of the study were: (1) to examine the effects of gamified vocabulary instruction on students’ Chinese vocabulary achievement; (2) to compare changes in vocabulary learning achievement between the experimental and control groups; and (3) to analyze students’ classroom participation during the learning process. A quasi-experimental research design was employed. The participants consisted of 68 Grade 11 students from two classes at Bangkapi School, Bangkok, Thailand. Of these, 32 students were assigned to the experimental group and 36 students to the control group. The experimental group received gamified vocabulary instruction through Kahoot and Wordwall, while the control group was taught using traditional vocabulary teaching methods. The intervention lasted for 6–8 weeks. The research instruments included lesson plans, a Chinese vocabulary achievement test, and a classroom participation questionnaire. Data were analyzed using descriptive statistics (mean and standard deviation), an independent samples t-test, and a paired samples t-test. The findings revealed that: (1) the post-test scores of both the experimental and control groups improved, with the experimental group achieving higher post-test scores than the control group; (2) there was a statistically significant difference between the pre-test and post-test scores of the experimental group (p < 0.05), indicating a substantial improvement in Chinese vocabulary achievement; and (3) students demonstrated a high level of classroom participation, as reflected in increased learning interest, greater classroom engagement, and more active peer interaction. Furthermore, the use of Kahoot and Wordwall contributed to creating a positive and enjoyable classroom atmosphere and enhanced students’ interest in learning Chinese vocabulary. The study concludes that gamified instructional activities based on Kahoot and Wordwall have a positive effect on improving students’ Chinese vocabulary learning achievement and classroom participation. However, because there was a significant difference in vocabulary proficiency between the experimental and control groups prior to the intervention, the findings should be interpreted with caution. Future research is recommended to include a larger sample size and employ more rigorous experimental designs to further validate the effectiveness of gamified instruction in Chinese vocabulary teaching.
