Factors Influencing Game-Based Learning in the Colombian Context
A mixed-methods study was conducted in a state high school in the Amazon region of Colombia with 64 tenth-graders who were learning English as a foreign language to identify the factors that affect learners’ learning outcomes when serious games are applied to vocabulary learning, with a specific focus on learning engagement. This study drew on both quantitative and qualitative data collected from surveys, interviews, and pre- and post-tests. The results showed that engagement and prior knowledge can positively predict GBL outcomes, while contextual factors and family condition had an adverse impact on GBL outcomes (Adjusted R² = 0.635, p < 0.01).. The results also indicated that a male student with a higher level of prior knowledge would be more likely to achieve good grades in GBL. Based on the study results, several implications are proposed for incorporating serious games for vocabulary learning in less-developed regions.