Introduction
As of 2013-2014 academic year, English education started in the second grade in our country. In the Primary English Curriculum prepared by the Board of Education, for students from the second grade of the primary school up to the 8th grade in the secondary school; It is stated that they aim to use an English teaching curriculumn that is suitable for their social and physical and mental development, which can be used in the classroom and outside environments. According to the report published by TEPAV and the British Council in 2013, despite of the potential of teachers and positive classroom environment and although more than 1000 hours of English education in 12 years more than 90% of students still have a basic level of English (TEPAV, 2013). The importance of developing foreign language skills was emphasized in the 18th National Education Council held in 2010. However, no emphasis was made on the teaching of English in the 19th National Education Council held in 2014 (TTKB, 2018).
Games are one of the popular methodss used in English teaching for a long time (Schultz&Fisher, 1988). Teaching English through games is both more effective and attracts more attention than traditional books (Wood, 2001). Digital games are funnier, more relaxing, and more interesting for students (Liu&Chu, 2010). In the literature on English teaching, the role of digital games in teaching English is emphasized (Hwang, Shih, Ma, Shadiev&Chen, 2016 ), But the game Education Information Network in Turkey has not been used in regard to the role of secondary students in learning vocabulary.In this study, the effectiveness of game-based teaching with pre-test, post-test and experimental design were investigated.