This presentation will summarize and present the results of two recently published studies in the area of digital flashcard vocabulary learning in foreign language education.

The first study explored the learning of various aspects of word knowledge of 74 Japanese university EFL learners with Interleaved Spaced Repetition Software(ISRS). Nation (2001) identified nine aspects of word knowledge which can be subsequently broken into receptive and productive areas of mastery for a more balanced approach in teaching and learning vocabulary. Interleaved Spaced Repetition Software (ISRS; i.e., digital flashcard study software) combines the principles of task interleaving (i.e., the reoccurring practice or study of multiple skills or concepts; e.g., the various aspects of word knowledge) and spaced repetition (i.e., interval-based study).

The second study utilized the first study’s software but added daily gamified awards to enable a comparison between two digital vocabulary flashcard learning software conditions carefully designed by the author; the gamified group’s software (group 1; n=26) had daily awards (i.e., consecutive day awards, medals related to daily participation such as completed review, 10 minutes or more of study, and the study of 10 new cards) and the non-gamified group’s (group 0; n=51) did not have these gamified aspects.