Design and Assessment of a Location-based Game to Support English Vocabulary Learning in University Feier TANG Boyu WANG Kosuke KANEKO feiertang@mark-lab.net 2IE15006S@s.kyushu-u.ac.jp kosukekaneko@kyudai.jp Yoshiko GODA Yoshihiro OKADA Masanori YAMADA ygoda@kumamoto-u.ac.jp okada@inf.kyushu-u.ac.jp mark@mark-lab.net Graduate School of Human-Environment Studies, Kyushu University Graduate School of Information Science and Electrical Engineering, Kyushu University Cyber Security Center, Kyushu University Graduate School of Instructional Science, Kumamoto University Innovation Center for Educational Resource, Kyushu University Faculty of Arts and Science, Kyushu University Abstract: In this study, we designed and assessed a location-based game called “ItoScramble” to support English vocabulary learning in university based on Krashen’s input hypothesis. In recent years, the effectiveness of location-based learning environments and game-based learning in improving students’ motivation and performance have been proved through empirical research. When locations are connected with reality, a more authentic learning environment can be offered to improve learner motivation. On the other hand, Krashen’s input hypothesis can help improve learners’ vocabulary learning by offering words that are slightly more advanced than their current level. In this paper, we assessed the effectiveness of the game by conducting a t-test. The results of the research demonstrated that a location-based game based on Krashen’s input hypothesis could enhance learners’ motivation, and there seems to be a growing trend in learners’ performance in vocabulary learning. Keywords: Vocabulary Learning, Game-based Learning, GPS, Informal Learning 1: Introduction In language learning, the vocabulary acquired has a large influence on other aspects of language learning, such as grammar, listening, and reading. However, as Yip and Kwan (2006) pointed out, for those who have grown up in the digital age, vocabulary learning can be boring, so it is necessary to create an effective learning environment in which to stimulate learners’ motivation. It has been demonstrated that games can enhance learners’ motivation in various subject domains, including language learning (Connolly et al., 2012; Connolly et al., 2011). Research regarding English learning has also demonstrated that games can effectively increase learner motivation (Liu & Chu, 2010). Chen and Hwang (2014) further identified that games can improve learning performance. Although games are believed to be effective at improving learning motivation and performance, some studies have also indicated that, without adopting the appropriate learning strategies, knowledge construction tools, or educational theories, educational games might be less effective than anticipated (Chen & Hwang, 2014). Krashen (1982) pointed out that, for language learners, input that is slightly beyond learners’ current levels of competence is very important in enhancing language learning. Therefore, it is necessary to take into account the difficulties acquired by vocabulary learners when designing a learning environment for vocabulary learning. In recent years, with the development of information communication technology, it has become possible to grasp learners’ information before the learning activity starts, and to provide personalized input according to that information. In particular, technology that can sense a learner’s context and location can provide a wider range of possibilities in creating a more engaging and personalized learning environment (Alnuaim et al., 2014). A system that can examine the computing environment and react to changes in that environment is called context-aware computing (Schilit et al., 1994). According to Brown et al. (2010), context is “the formal or informal setting in which a situation occurs; it can include many aspects or dimensions, such as location, time (year/month/day), personal and social activity, resources, and goals and task structures of group and individuals.” It is considered that learning environments that adopt context-aware computing can offer authentic learning activities that are connected with real settings in which learning occurs and in Preview version of this paper. Content and pagination may change prior to final publication. SITE 2017 - Austin, TX, United States, March 5-9, 2017