An Examination of Emotional and Learning Outcomedigital Vocabulary Training Among Third-Grade Students

摘要: This study compared the effects of digital games versus digital worksheet on achievement emotions and vocabulary learning of third-grade students. Sixty-two students were assigned to two training conditions: 35 participants were in the digital worksheet training group and 27 participants were in the digital game training group. The results demonstrated that a brief digital vocabulary training session, whether through digital games or digital worksheet, promoted vocabulary learning and increased positive emotions among third-grade students. when the students were divided into less-skilled and more-skilled readers, more-skilled readers expressed greater enjoyment and engagement with digital games but their word-learning gains were more significant in digital worksheet training. Conversely, less-skilled readers reported feeling more relaxed and engaged while using digital games, their learning gains were equivalent in both digital conditions and did not fall below those of the more-skilled readers. This study highlights the potential benefits of digital tools for enhancing vocabulary learning among students with varying reading abilities. additional research is necessary to investigate the long-term impact of repeated digital practice on achievement emotions and learning outcomes.