Impact of AI-generated storytelling vs. gamified learning on vocabulary retention and engagement in CALL environments

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dc.contributor.authorNamaziandost, Ehsan
dc.contributor.authorÇakmak, Fidel
dc.date.accessioned2026-01-24T12:20:53Z
dc.date.available2026-01-24T12:20:53Z
dc.date.issued2025
dc.departmentAlanya Alaaddin Keykubat Üniversitesi
dc.description.abstractArtificial Intelligence (AI) and gamified learning have attracted interest from language educators and researchers in the field of teaching English as a Foreign Language (EFL) for their potential to enhance vocabulary acquisition outcomes. However, the relative effectiveness of AI-generated storytelling and gamified learning in EFL vocabulary acquisition has been underexplored. This study examines the influence of AI-generated storytelling and gamified learning on the vocabulary retention and engagement of intermediate-level EFL learners. Ninety participants were allocated among three groups: a control group that employed conventional vocabulary methods (e.g., rote memorization using flashcards and quizzes), a gamified learning group that utilized Duolingo's exercises, and an AI-generated interactive narrative group. Over a four-week period, the gamified group completed interactive exercises, the control group followed conventional instruction, and the AI group engaged with personalized, context-rich narratives that embedded target vocabulary. Data was gathered through pre- and post-tests, which included immediate and delayed vocabulary assessments, a learner engagement questionnaire, and semi-structured interviews. The interviews were analyzed using grounded theory. The AI-generated storytelling group outperformed both the gamified learning and control groups in both immediate and delayed vocabulary tests, as evidenced by quantitative results. This suggests that the AI-generated storytelling group exhibited superior long term vocabulary retention. The control group was also surpassed by the gamified learning group in both assessments, albeit to a lesser extent. The qualitative results suggested that the AI-generated storytelling group reported a higher level of engagement, attributing their motivation to immersive and meaningful narratives. The gamified learning group found the approach to be enjoyable but less profound, and the control group described traditional methods as structured yet uninspiring. These results indicate that AI-generated storytelling is a potent instrument for improving vocabulary acquisition and engagement in EFL settings. © 2025 The Authors.
dc.identifier.doi10.1016/j.caeai.2025.100505
dc.identifier.scopus2-s2.0-105022812754
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1016/j.caeai.2025.100505
dc.identifier.urihttps://hdl.handle.net/20.500.12868/4676
dc.identifier.volume9
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherElsevier B.V.
dc.relation.ispartofComputers and Education: Artificial Intelligence
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_Scopus_20260121
dc.subjectAI-Generated storytelling
dc.subjectCALL environments
dc.subjectEngagement
dc.subjectGamified learning
dc.subjectVocabulary retention
dc.titleImpact of AI-generated storytelling vs. gamified learning on vocabulary retention and engagement in CALL environments
dc.typeArticle

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