Design and Validation of Lightweight Educational Software for Vocabulary Teaching Through Gamification
TL;DR
The design, development, and initial validation of a lightweight educational software application inspired by Hangman to support thematic vocabulary practice through gamification are presented and indicate positive perceived usability, motivational potential, pedagogical usefulness, and user acceptance of the proposed software.
Abstract
Traditional vocabulary instruction in primary education often relies on repetition and memorization, which may reduce student motivation and limit immediate feedback during practice. This study presents the design, development, and initial validation of a lightweight educational software application inspired by Hangman to support thematic vocabulary practice through gamification. The novelty of the proposal lies in combining a simple web-based game environment, free technologies, and an iterative user-centered process that integrates Design Thinking and Lean Startup principles for educational software development in resource-constrained contexts. The methodological process includes problem identification, ideation, prototype construction, minimum viable product validation, and continuous improvement. The validation involved 105 participants, including basic-level students, teachers, and parents, selected through purposive sampling. Data were collected using a structured perception questionnaire and open-ended questions. Three educational technology experts provided initial content validation of the instrument and prototype. Quantitative results were analyzed through descriptive statistics and internal consistency estimation, while qualitative responses were examined using ATLAS. ti through coding, category grouping, and triangulation with survey findings. The questionnaire showed high internal consistency, with Cronbach’s alpha of 0.90. The results indicate positive perceived usability, motivational potential, pedagogical usefulness, and user acceptance of the proposed software. However, the findings represent initial validation evidence based on perception and expert judgment, not experimental proof of vocabulary learning improvement. Future studies should apply pre-test/post-test designs, control groups, and longitudinal measures to determine the educational effectiveness of the Hangman-based gamified environment.
