Abstract
Teaching methods are developing rapidly, offering different ways of teaching languages. The more recent ones are robot-assisted language learning and gamification of learning. There is a great body of research related to teaching English as a second/foreign language to children with the help of technology. Most of these studies integrating robots into the learning process showed that they positively affect the learning process and increase the learning gains of children. This study introduces a robot-assisted word-to-picture matching game for English learning in two different modes. This work aims to propose a robot-assisted game-based English learning activity and compare its two versions: a standard version and a priority selection version. To this end, a within-subject experiment was conducted in which a total of 17 children aged 7 to 8 years old participated. The experiment compared the children's knowledge after each version of the game. The results showed a significant difference in learning gains between the question priority algorithm and the standard game.