O n f e r e n c e

Instruments 
The instruments used in the study included the Mobile Game-Based Vocabulary Learning 
program, a vocabulary test, and a questionnaire.
The Mobile Game-Based Vocabulary Learning program was designed and was developed 
based on Ke
ller’s ARCS motivation model (1987), a systematic means of improving the 
motivational appeal of instructional materials and of the way in which courses are 
designed (Keller, 1983). In this program, six sections were created, they are vocabulary 
practice, vocabulary test, frequently used vocabulary, sharing with friends, vocabulary 
search, and spelling game (as shown in Figure 1 & Figure 2). The spelling game, 
Hanger
,
was designed to catch students’ attention and improve their learning motivation.
F igure 1. The screenshot of the Mobile Game-Based Vocabulary Learning 
program 

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2014 CALL Conference 
LINGUAPOLIS
www.antwerpcall.be 
Figure 2. The screenshot of the spelling game, 
Hanger
 
The vocabulary test was used as the pre and post-test in the research. The questions 
were reviewed and examined by an expert and two college students. There are totally 
twenty-five questions randomly adopted from the 
vocabulary practice
in the application. 
Students took the vocabulary test before and after the experiment, and the scores of the 
tests were used to investigate their learning performance. 
A five-point Likert-type scale questionnaire designed and developed based on the TAM 
model (David, 1987) was used to collect data of users’ perception toward the mobile 
learning program. Six variables, (1) perceive convenience, (2) perceive playfulness, (3) 
perceive ease of use, (4) perceive usefulness, (5) attitude toward using, and (6) continue 
intention to use, were modified to measured variables in this study. Participants were 
asked to respond to the 32 questionnaire items and two open-ended questions. The 
response options were from 1 (strongly disagree) to 5 (strongly agree). 
Procedure 
In the beginning of the semester, all the participants were given a vocabulary test. Then, 
the researcher presented the instruction of how to use the Mobile Game-based Learning 
program to the experimental group. Students in both groups learned from the same 
professor and the same learning material in class during the experiment. However, 
students in the experimental group were provided the Mobile Game-based Learning 
program to do the practice after school. After seven weeks learning, students were given 
a vocabulary test again and a questionnaire.