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Scientific research is how civilization moves forward.

It's at the core of Lingokids.


Research demonstrates that this rare combination of engaging gameplay and carefully selected content works! To see just how successful the Ludic Learning Method is, read these Lingokids’ studies.


  • LingoKids vs Duolingo. Case study.

    In this study, our team investigated the amount of English learned by five- and six-year old preschool students from a food-related Duolingo lesson and the Lingokids Kitchen interactive lesson. Our results revealed that the children both learned more and were more motivated to learn with the Lingokids interactive lesson than with the Duolingo application.

  • Lingokids lessons vs Traditional methods. Case study.

    In this study we compared the amount of vocabulary acquired using the traditional method of flash cards vs. the amount learned from Lingokids' Laundry and Kitchen interactive lessons. This study revealed that children using the Lingokids app were shown to increase their vocabulary more than the children taught by a traditional instructional method.

  • Vocabulary Acquisition with the Lingokids App. Case study.

    This study evaluated and quantified the vocabulary learned by preschool children playing the Lingokids "Shake-It Forest" game over a five day period. The data analysis showed that 93.75% of the participants increased their English vocabulary. The study found that playing the Lingokids "Shake-It Forest" game for an average period of 3 minutes and 41 seconds for five days resulted in an average 40% gain in English vocabulary.

  • What Do We Know About Bilingual Education?

    Fred Genesee examines bilingual education for majority language students. He finds that when bilingual education programs are effectively implemented, they promote proficiency in a second language without undermining the first, even for students at-risk for poor school performance. Genesee also points out that second-language acquisition is especially successful when students have opportunities to use the language interactively.

  • Can Preschool Children Be Taught a Second Language?

    In this article, Jeanette Vos explores the ability of preschool-age children to learn a foreign language. Vos cites the critical period of cognitive development, the natural learning style of young children, the emotional component learning, and the theory of multiple intelligences as she argues in favor of teaching second languages in early childhood.

  • Common Core States Standard for English Language Learners.

    The National Governors Association Center for Best Practices and the Council of Chief State School Officers declare that English Language Learners (ELLs) will be held to the expectations set by the Common Core State Standards. They outline how educators can help ELLs meet these standards in English Language Arts and Mathematics and enrich the learning experience.

  • Vocabulary Acquisition: Questions from the Classroom.

    In this paper, Blachowicz, Fisher, Ogle, and Watts-Taffe delve into questions about vocabulary instruction and acquisition. They conclude that the most effective approaches for vocabulary instruction include attention to word learning throughout the day and learning in context. They emphasize the importance that educators help children understand how words make meaning and develop word awareness.


Lingokids provides language learning during the early years (ages 2-8) of childhood when children naturally absorb vocabulary and a second language.
The Ludic Learning Method immerses children in self-directed interactive learning with engaging gameplay based on rich, purposeful content.
Learning a second language opens the door to a world that values bilingualism. Children who become competent in a second language are better prepared to be global citizens.
Research shows that language learners are generally more focused, flexible, and skilled at retention of content.