Game category
Build, deepen and retain word knowledge — from first words to nuanced shades of meaning.
Classic cards, supercharged by self-assessment. The learner sees a word, recalls its meaning, flips the card to check, and honestly rates themselves: knew it or not. The app uses these ratings to bring difficult words back at the right moment.
Research basis: Built on spaced repetition and active recall research (Ebbinghaus; Pimsleur, 1967; Nation, 2001).
Four options, one right answer — and a clear explanation why. A classic multiple-choice quiz with instant feedback. When the learner slips, the AI explains why each option works or doesn't. Covers vocabulary, grammar and comprehension at any level.
Research basis: Leverages the testing effect: retrieval through quizzing strengthens memory more than re-reading (Roediger & Karpicke, 2006).
Connect words to meanings with a single line. Two columns: words on the left, translations or definitions on the right. The learner draws connections between matching items — word and translation, idiom and meaning. The AI analyses error patterns to spot confusable pairs.
Research basis: Grounded in dual coding theory and retrieval practice for associative memory (Paivio, 1986).
Flip cards, find pairs, remember words. Face-down cards hide words and their translations. Flip two at a time — a match disappears, a miss flips back. The playful format trains visual and working memory while quietly recycling vocabulary.
Research basis: Combines dual coding (Paivio, 1986) with working-memory training in a low-stakes game format.
Choose the word that fits the context. A text with a highlighted gap and four candidate words. The learner picks the one that fits both grammatically and semantically. Choosing words in context builds usable vocabulary far better than isolated word lists.
Research basis: Based on the cloze procedure and expectancy grammar (Taylor, 1953; Oller, 1979).
Hunt hidden words in a letter grid. A letter grid hides target words horizontally, vertically and diagonally. The learner swipes to highlight each word from the list. Scanning letter patterns strengthens spelling and word-form recognition.
Research basis: Supports incidental learning and orthographic mapping — especially valuable for learners switching from right-to-left scripts (Hulstijn, 2001).
Make a decision, do homework — never the other way round. The learner picks the verb or adjective that naturally partners a given noun: make a decision, do homework, take a risk. Rounds target the combinations learners most often translate literally from their first language.
Research basis: Based on the Lexical Approach (Lewis, 1993) and Israeli research on L1 interference in collocations (Laufer, University of Haifa).
From angry to furious to livid — order the heat. The learner arranges a chain of near-synonyms from weakest to strongest (angry → furious → livid). Sensing the gradation between synonyms is what separates a rich vocabulary from a merely big one.
Research basis: Builds lexical networks via lexical priming theory (Hoey, 2005).
Climb step by step toward stronger words. Each rung of the ladder holds a word; the learner picks the next word that is just a little more intense than the previous one. A step-by-step way to master shades of meaning.
Research basis: Grounded in lexical semantics and semantic gradience research (Cruse, 1986; Aitchison, 2012).
Which words live next to ocean in an English mind? A central word is surrounded by eight candidates; the learner selects all that genuinely associate with it in English. Builds the dense web of connections that lets words come to mind quickly.
Research basis: Based on spreading activation models of the mental lexicon (Collins & Loftus, 1975).
Crack the code of English idioms. Idioms on the left, meanings on the right — connect them correctly. The learner discovers that idioms cannot be translated word by word and starts recognising them in real texts.
Research basis: Develops figurative competence (Gibbs, 1994), a key marker of advanced proficiency.
Stop avoiding give up, look after and put off. Several practice modes in one game train the verbs learners fear most: phrasal verbs. The learner matches, completes and chooses correct particles in context until give up and put off feel natural.
Research basis: Targets the documented avoidance of phrasal verbs by Hebrew speakers (Dagut & Laufer, 1985).
Magazine is not a shop, and actual is not the Russian aktualny. The learner decides whether a familiar-looking word really means what it seems to. Each round exposes a trap word that looks like one in the learner's first language but means something else entirely.
Research basis: Based on cross-linguistic influence research (Jarvis & Pavlenko, 2008), tuned to Hebrew and Russian false cognates.
Pin the clues, connect the threads, see the system. A detective-style board with cards — words, phrases, images. The learner draws connection lines between related items, building a visible map of how ideas and vocabulary link together. Deep, analytical and slightly addictive.
Research basis: Applies levels-of-processing theory: deeper semantic analysis produces stronger memory (Craik & Lockhart, 1972).
See it, name it, connect it. Pictures on one side, words and phrases on the other — connect each image to its word. Visual anchoring makes new vocabulary stick for beginners.
Research basis: Direct application of dual coding theory: image plus word forms two memory traces instead of one (Paivio, 1971).
No options to hide behind — type the word yourself. A word or phrase appears in the learner's language (or in English) and the learner types the translation or required form. Producing the word from memory, letter by letter, is harder than recognising it — and that is exactly why it works.
Research basis: Productive recall plus the output hypothesis: producing language reveals and closes gaps (Swain, 1985; Cook, 2010).
Beat the clock, keep the words. A rapid-fire round of vocabulary retrieval against the timer. Short, intense sprints turn passive words into instantly available ones.
Research basis: Built on spaced retrieval and fluency research (Karpicke, 2017).
Old-school puzzles, new-school vocabulary. Classic crossword grids built from the learner's current vocabulary set. Definitions act as retrieval cues; intersections give gentle letter hints.
Research basis: Gamified vocabulary recall with orthographic reinforcement (Orawiwatnakul, 2013).
Guess the word one letter at a time. The timeless letter-guessing game: reveal the hidden word before attempts run out. Trains letter-pattern intuition and spelling of known words.
Research basis: Strengthens letter-pattern recognition in word memory (Ehri, 1992).
Hints that grow only as much as you need them. The learner attempts a task alone first; if stuck, hints arrive step by step — from a gentle nudge to a worked example to an explicit rule. The system measures not just answers, but how little help the learner needs — a window into learning potential.
Research basis: Implements dynamic assessment within the Zone of Proximal Development (Vygotsky; Lantolf & Poehner, 2006).
Your first language is an asset, not an obstacle. Tasks deliberately use what the learner already knows: cognates, shared structures and transfer patterns between their first language and English — while flagging false friends. The native language becomes a bridge instead of a source of mistakes.
Research basis: Based on multilingual literacy research showing L1 knowledge accelerates L2 acquisition (Schwartz, 2011, Oranim College).
The surprise test that makes words permanent. The app quietly tracks learned words and springs surprise recall checks at growing intervals — a day, a week, a month. Each successful retrieval at the right moment locks the word deeper into long-term memory.
Research basis: Based on retention research showing delayed, unannounced testing predicts durable learning (Laufer, 2005, University of Haifa).
Need the word? Then you'll remember it. The learner must use specific target words in their own production — completing sentences, writing definitions, building short paragraphs — without the words being handed to them. Creating a genuine need for a word moves it from passive to active vocabulary.
Research basis: Applies the Need component of the Involvement Load Hypothesis (Laufer & Hulstijn, 2001).
What happens when a word stops meaning anything? A playful experiment with meaning: the learner works with a word through rapid repetition and varied contexts, noticing how meaning fades and re-anchoring it through fresh examples. An unusual route to deep, flexible word knowledge.
Research basis: Inspired by semantic satiation research (Jakobovits; Tian) applied to deep semantic processing of vocabulary.
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