Game category
Build, deepen and retain word knowledge — from first words to nuanced shades of meaning.
Four options, one correct answer — and a clear reason why. A classic multiple-choice quiz with instant feedback. When the learner is wrong, the AI explains why each option is right or not. Covers vocabulary, grammar and comprehension at every level.
Research basis: Exploits the testing effect: retrieval through a quiz strengthens memory more than rereading (Roediger & Karpicke, 2006).
Classic cards, boosted with self-assessment. The learner sees a word, recalls its meaning, flips the card to check, and rates themselves honestly: knew it or not. The app uses the ratings to bring hard words back at the right moment.
Research basis: Built on spaced-repetition and active-retrieval research (Ebbinghaus; Pimsleur, 1967; Nation, 2001).
Connect words to meanings with a single line. Two columns: words on the left, translations or definitions on the right. The learner draws links between matching items — word and translation, idiom and meaning. The AI analyses error patterns to spot confusing pairs.
Research basis: Grounded in dual-coding theory and retrieval practice for associative memory (Paivio, 1986).
See it, name it, connect it. Pictures on one side, words and phrases on the other — connect each picture to its word. Visual anchoring makes new vocabulary stick for beginners.
Research basis: A direct application of dual-coding theory: a picture plus a word create two memory traces instead of one (Paivio, 1971).
Make a decision, do homework — not the other way round. The learner picks the verb or adjective that naturally accompanies a given noun: make a decision, do homework, take a risk. Rounds target collocations learners tend to translate literally from the first language.
Research basis: Based on the lexical approach (Lewis, 1993) and Israeli research on first-language influence on collocations (Laufer, University of Haifa).
From angry to furious to livid — order by strength. The learner arranges a chain of synonyms from weak to strong (angry → furious → livid). The sense of gradation between synonyms is what separates a rich vocabulary from a merely large one.
Research basis: Builds lexical networks through lexical-priming theory (Hoey, 2005).
Crack the code of English idioms. Idioms on one side, meanings on the other — match them correctly. The learner discovers that idioms can't be translated word for word and starts recognising them in real texts.
Research basis: Develops figurative competence (Gibbs, 1994), a key marker of advanced mastery.
Which words neighbour ocean in an English mind? A central word is surrounded by eight candidates; the learner picks all those that genuinely connect to it in English. Builds the dense network of links that lets words surface quickly in the mind.
Research basis: Based on spreading-activation models of the mental lexicon (Collins & Loftus, 1975).
Climb step by step to stronger words. Each rung of the ladder holds a word; the learner picks the next one, just slightly stronger than the last. A step-by-step path to mastering shades of meaning.
Research basis: Grounded in lexical semantics and semantic-gradability research (Cruse, 1986; Aitchison, 2012).
Hunt for hidden words in a grid of letters. 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-shape recognition.
Research basis: Supports incidental learning and orthographic mapping — especially valuable for learners moving from right-to-left script (Hulstijn, 2001).
From beauty to beautiful to beautifully. A base word is given (beauty) and a sentence has a gap: the learner derives the form the sentence demands — beautiful, beautifully, beautify. One root opens a whole word family.
Research basis: Develops morphological awareness, a strong predictor of vocabulary growth (Kuo & Anderson, 2006).
Un-, dis-, -ness, -ment: small parts, big power. A word appears with a missing prefix or suffix; the learner picks the correct morpheme. Mastering morphemes doubles vocabulary without memorising new words.
Research basis: Builds derivational morphological awareness (Carlisle, 2000) — especially valuable for speakers of root-and-pattern languages like Hebrew.
magazine isn't "magazin," and actual isn't "aktualny." The learner decides whether a familiar-looking word really means what it seems to. Each round exposes a trap word that resembles a first-language word but means something entirely different.
Research basis: Based on cross-linguistic influence research (Jarvis & Pavlenko, 2008), targeting false friends in Hebrew and Russian.
Meet an unknown word — and get the better of it. An unfamiliar word is highlighted in a text, and the learner infers its meaning from context alone, choosing from four options. The single most useful skill for independent reading.
Research basis: Trains incidental vocabulary acquisition through inference (Hulstijn, 2001).
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 picks 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).
Finish the sentence your own way. Finish the sentence in your own words. Both a simple and a complex ending are accepted, and the difference shows in the report.
Flip cards, find pairs, remember words. Face-down cards hide words and their translations. Flip two at a time — a match vanishes, a miss flips back. The game structure trains visual and working memory while quietly recycling vocabulary.
Research basis: Combines dual coding (Paivio, 1986) with working-memory training in a low-pressure game format.
The surprise test that makes words permanent. The app quietly tracks learned words and triggers 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 that 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 real 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).
Sound out the letters — and discover the meaning. The learner meets an unknown written word, decodes it aloud by phonics rules, then discovers its meaning — forging the sound-spelling-meaning link in one independent act. Every successful decode is a word the learner taught themselves.
Research basis: A direct application of the self-teaching hypothesis (Share, 1995, University of Haifa).
Learn the blocking words first — then the text opens. Before reading, the system identifies the few unknown words that would block comprehension and teaches them first. Only then does the gate open to the full text — which the learner can now genuinely understand.
Research basis: Applies the 95% lexical-coverage threshold for reading comprehension (Laufer, 1989, University of Haifa).
What happens when a word stops meaning anything? A playful experiment with meaning: the learner works a word through rapid repetition and varied contexts, notices how the meaning fades, and re-anchors it on 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.
Your first language is an asset, not an obstacle. Tasks deliberately exploit what the learner already knows: cognates, shared structures and transfer patterns between the first language and English — while flagging false friends. The first language becomes a bridge instead of a source of errors.
Research basis: Based on multilingual-literacy research showing that first-language mastery accelerates second-language acquisition (Schwartz, 2011).
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