Abstract
In the 21st century, the advancement of technology has changed how people, especially the younger generation communicate and socialise with each other, as well as how they learn, acquire and process information. Therefore, this study aims to explore the impact on the employment of digital game-based learning in Arabic class at the tertiary level. This study is a qualitative study and data obtained through semi-structured interview sessions with 16 students at tertiary level, who exposed to the mobile digital game in learning the Arabic language. The students were chosen purposively based on several determining characteristics. The major findings indicated that the mobile digital game produces a significant effect on their learning achievement and enhances their Arabic vocabulary acquisition. Besides, the digital game-based learning also promotes a student-centred and interactive learning, while additionally creates an enjoyable environment for learning that could encourage student participation in class activities, sustain their learning engagement, and improve their motivation. This study explored opportunities for Arabic language lecturers to practice digital game-based learning as it promotes student-centred learning, which would enhance student’s participation in language activities and provide them with a joyful, fun, and active learning environment.
Highlights
Second and foreign language students need to acquire at least 2000 vocabularies in high frequency in order to get at least an 80% understanding of the texts read
This study is a qualitative study and data obtained through semi-structured interview sessions with 16 students at tertiary level, who exposed to the mobile digital game in learning the Arabic language
The main objective of this study is to explore the impact of learning Arabic vocabulary through the mobile digital game at the tertiary level
Summary
Second and foreign language students need to acquire at least 2000 vocabularies in high frequency in order to get at least an 80% understanding of the texts read. Digital game-based learning is one of the educational approaches that have a positive impact on students and can improve their knowledge of the embedded subject matter, increase the feeling of enjoyment, engagement, and interest during the learning process (Alessi & Trollip, 1984; Amna et al, 2017; Baid & Lambert, 2010; Chu & Hung, 2015; Hamizul & Nik Mohd Rahimi, 2015; Kirikkaya et al, 2010; Li & Tsai, 2013; Muhammad Sabri, 2011; Papastergiou, 2009; Siti Nazleen & Zuliana, 2017; Wilfried et al, 2014). It is suitable to be exploited as a learning tool that promotes a new learning environment for schools and universities
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