Abstract
The use of games in educational settings and for learning purposes is not a new phenomenon. Given the level of engagement that games generate for a wide range of people, as well as the types of individual and social activities they enable, proponents have argued that games are an ideal medium for learning. As a result, the concept of game-based learning is being introduced. The first drawback is that the scientific area on the effectiveness of using game-based learning in English language learning is too broad and requires more research and the study participants in the papers examined were in primary and secondary schools. The primary goal of this study was to examine students' perceptions of the effectiveness of using game-based learning to learn English for students in higher education. Hundreds of higher education students took part in this study, which used a mixed research method. The perceptions of students from Universiti Kebangsaan Malaysia's Faculty of Social Sciences and Humanities (FSSK) were collected through a questionnaire, and three of them were interviewed. The findings of this study showed that higher students produced a range of conceptions about using games in learning English that were similar to those reported in the current literature. The outcomes of the research below have shown that most of the higher education students believe that game-based learning methods are effective in learning the English language and different from traditional or conventional methods.
Highlights
The use of games in educational settings and for learning purposes is not a new phenomenon
This research is designed to find out the effectiveness of using Game-based learning methods in English language learning for higher education; a mixed method will be applied to achieve validity, flexibility, comprehensive data, and completeness according to the aims of this study
Females account for 54 percent of the 100 responders, while males account for 46 percent. This could be attributed to the fact that female students make up the majority of students across Malaysia's tertiary education system, not just in the Faculty of Social Science and Human Resource (FSSK) of Universiti Kebangsaan Malaysia (UKM)
Summary
The use of games in educational settings and for learning purposes is not a new phenomenon. With the increasing acceptance of games as mainstream entertainment, the question of how to use the promise of games for educational purposes has arisen. Reports on youthful people's game consumption are compelling, with studies like the Pew Internet & American Life Project indicating that 99 percent of boys and 94 percent of girls play games (Lenhart et al, 2008). Reports on how much time youth spend playing games range from 7 to 10 hours per week (Lenhart et al, 2008), with more recent estimates putting this figure even higher (Homer et al, 2012). The concept of game-based learning is being introduced
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