This study aimed to investigate how Wordwall supports young learners in retaining attention during vocabulary learning at PAUD Al-Muhajirin, Palembang. This study employed a qualitative case study design involving 16 registered students from two groups: seven students aged 4–5 years and nine students aged 5–6 years. Data were collected through observation checklists, semi-structured interviews, and video documentation conducted during eight classroom meetings. Three students were purposively selected for interviews based on their different participation patterns. The data were analyzed using Miles, Huberman, and Saldaña’s qualitative data analysis framework, consisting of data condensation, data display, and conclusion drawing. The findings indicated that Wordwall supported students’ attention through visually appealing, interactive, and game-based vocabulary activities. Students demonstrated attention by looking at the screen, following the teacher’s instructions, answering questions, and actively participating in the activities. The interview results also showed that students felt happy, enthusiastic, and interested in using Wordwall again. Some students were able to recall vocabulary introduced during the activities, although this finding represented immediate recall rather than measurable long-term vocabulary mastery. However, students’ attention tended to decrease when they had to wait too long for their turns. Teacher guidance, activity duration, turn-taking management, and opportunities for whole-class participation were also found to influence students’ attention. In conclusion, Wordwall can support young learners’ attention retention in vocabulary learning when implemented with appropriate teaching strategies, teacher guidance, and well-organized classroom activities.
Keywords: wordwall, young learners, attention, vocabulary learning, qualitative case study