Abstract
In China's exam-oriented EFL education system, undergraduates face high academic pressure, hindering vocabulary mastery and psychological well-being; this study introduces an adaptive framework to address these challenges. This study presents a groundbreaking approach to improving English as a Foreign Language (EFL) vocabulary mastery and psychological well-being among Chinese undergraduate students by combining an adaptive computer agent-based digital game (ACA-DG) with mind mapping and Runge-Kutta Pairs of Orders 6(5) modeling. Adaptive agents customize interventions to align with students' learning and emotional requirements, mind mapping structures vocabulary knowledge, and Runge-Kutta methods simulate dynamic learning and psychological processes. A 12-week experimental study at a Chinese university compared an experimental group (ACA-DG with mind mapping, n = 75) to a control group (standard DGBL, n = 75). Vocabulary assessments, motivation, self-efficacy, anxiety, and life satisfaction scales, alongside interviews and observations, revealed a 30.2% vocabulary score improvement, increased motivation, and reduced anxiety in the experimental group. The Runge-Kutta model predicted learning paths with 95% accuracy. This interdisciplinary framework provides innovative tools for EFL educators, merging computational accuracy with emotional support, and advocates for scalable technology-driven learning solutions.