Enhancing Students’ Vocabulary in Filipino Language Using Game-Based Learning Activity

Vocabulary acquisition is a crucial aspect of second language acquisition (SLA). To facilitate this process, many game-based learning (GBL) activities have been integrated into learning materials, including the New Headway Plus books. These books are specifically designed for adult learners of English in the Middle East and North Africa and are used to teach all freshmen at the University of Bisha in Saudi Arabia. This study has four main objectives: to identify the various types of GBL vocabulary activities included in the prescribed textbooks; to examine the extent to which these activities are efficacious in enhancing Saudi students' second language (L2) vocabulary acquisition; to identify students' perceptions of the role of GBL activities in enhancing their psychological factors; and to examine the impact of students' majors on vocabulary aspects and psychological aspects. Data for this study were collected from the selected books, question sheets for midterm and final exams, students' scores in these exams, and a questionnaire administered to 63 Saudi non-English majoring students. The analysis of the results revealed that various GBL activities were incorporated in the prescribed textbooks, such as crossword activities, picture-word and word-word matching, word scrambles, collocations, and categorization, with crosswords being the most prevalent. GBL activities proved to be efficient in enhancing their vocabulary and recalling previously learned words. Additionally, students had a positive perception of the role of these activities in enhancing their psychological factors. While students' majors were found to have a statistically significant impact on vocabulary acquisition, they did not have a statistically significant impact on psychological aspects such as motivation, engagement, self-confidence, interest, shyness, and collaboration. Recommendations are made to enhance students' L2 vocabulary acquisition.

Game-based learning is a well-established educational concept that has been rejuvenated through digital technology. Game-based learning leverages the interactive nature of games to promote active knowledge acquisition in students. The effectiveness of game-based learning centers on two key components: competition and engagement. This theory is rooted in the belief that engagement occurs when students actively perform tasks within a stimulating game environment, fostering active learning. Modern digital games seamlessly integrate educational content with gameplay, facilitating the transfer of information from short-term to long-term memory. Game-based learning is applicable across various educational settings, including higher education in the health professions. In higher education, digital games stimulate active engagement, supporting the development of problem-solving skills and collaboration in academic environments. Furthermore, game-based learning instills a valuable lesson in students — the ability to learn from mistakes and failures while completing the assignment. Game-based learning provides a safe space for students to learn, offering scaffolding through simulations, preparing them for course performance. Some of the most popular educational games are those that allow educators to create questions with answers, enabling students to compete for points. Most of these games can be specifically tailored for the current content, are accessible online, and multiple groups can participate simultaneously. In this study, we developed several web-based games for multiple student cohorts, incorporating them into class activities and making them available as solo-play options within the Learning Management System (LMS) as SCORM packages. In specific courses such as biochemistry and physiology, students were invited to engage in free online games developed by the instructor, employing various free platforms. The games were optional, and participation was not tied to grading. These games featured questions designed at a Bloom's Taxonomy level comparable to the summative assessments in the course. The games fostered a competitive, enjoyable atmosphere that was well-received by students. These game questions served as additional checkpoints for revisiting key concepts and essential details from the class sessions. Importantly, as these questions were not associated with grading, it ensured a stress-free learning experience. As assessment resources, students were able to access the games through the LMS, reviewing questions and playing them repeatedly to learn from their errors and reinforce their understanding. This approach allowed students to engage in self-assessment while feeling that they were studying, even outside the classroom. To investigate whether student engagement with games correlates with improved academic performance, we tracked access to the games in the LMS during the semester. We recorded the number of times each student accessed the games and correlated this data with their course grade. In addition, we distributed an end-of-semester survey to gather students' perceptions regarding the utility of game-based learning in their learning process. The feedback from students was overwhelmingly positive, highlighting the significant benefits of game-based learning in their learning journey. However, our analysis revealed that there was no statistically significant correlation between student engagement with the games and their course grade. In conclusion, our study demonstrates that the integration of game-based learning activities into the classroom environment enhances student engagement, promotes active learning, and receives strong positive feedback from students. While game-based learning offers a valuable tool for reinforcing key concepts and providing a stress-free environment for self-assessment, our findings do not suggest a direct correlation between student engagement with game-based learning and improved course grades. This intriguing result underscores the complex relationship between student engagement and academic performance, suggesting that other factors play a pivotal role in determining student outcomes in higher education. None. This is the full abstract presented at the American Physiology Summit 2024 meeting and is only available in HTML format. There are no additional versions or additional content available for this abstract. Physiology was not involved in the peer review process.

This quantitative wine aroma educational study was conducted to evaluate whether hospitality student participants (N = 154) had enhanced engagement levels and interest in learning more about wine when participating in wine aroma wheel game-based learning (GBL) activities versus those who participated in traditional learning-based wine aroma lectures. Study findings indicated that GBL activities yielded a higher level of interest in learning more about wine aromas and suggested that the participants preferred learning about wine aromas in a social context and enjoyed learning about wine in the company of others. GBL activities indicated a significantly higher intention to conduct business with the subject’s winery than those who participated in the lecture-style wine aroma educational activities on site.

The fast and increasingly natural adoption of handheld devices such as smartphones and tablets into everyday life is a rapidly growing social phenomenon which is also believed to have vast potential for foreign language learning. The small-scale study presented in this article contributes to the discussion of whether handheld devices should be further integrated into or eliminated from the classroom by presenting part of the results of a small-scale study conducted in a German secondary English as a foreign language classroom. The study examined the impact of a mobile vocabulary learning app on secondary school students’ vocabulary performance, also giving some indications about the students’ development of foreign language learner autonomy. Although the results of the study showed an unexpectedly limited use of the app, they allow assumptions to be made about the reasons which prevented students from using the app more frequently which can influence future researchers’ and practitioners’ app choices. The first section of this article briefly outlines the theoretical framework of the study, particularly focussing on the potential of computer-assisted and mobile-assisted language learning for enhancing students’ foreign language skills and learner autonomy. The ensuing section then provides some background on investigating students’ foreign language vocabulary learning. This is followed by a presentation of the research design, including the main features of the app (Socrative) used in this study. The next section then critically discusses some of the major research results. The contribution concludes by summarising some of the outcomes of the study and outlining some gaps for further research.

To explore second- and third-year student pharmacists' perspectives on the design and use of a digital game to teach opioid medication safety. To explore the game-based learning approach to teach about appropriate drug use and pediatric education. The lead author developed MedSMART: Adventures in PharmaCity, an educational video game focused on adolescent opioid safety. Second- and third-year students in a Midwestern School of Pharmacy enrolled in an elective course focused on appropriate use of abused drugs, played the digital game during a classroom session on adolescent opioid misuse. Using a small group discussion guide, students summarized their reflections and perspectives on gameplay. Students retained fundamental messages of the game including opioid safety and identified that social interactions contribute to decision-making and consequences of opioid misuse. Student pharmacists found the game's visual appearance engaging, dialogue amusing, and the settings and scenarios relatable. Feedback regarding game controls, environment, dialogue, instructions, and level summaries was provided by students to improve the game design and content. This project provides an example of a thoughtful approach to game-based learning in pharmacy classrooms with the purpose of enhancing student pharmacists' knowledge about opioid safety education, communication, social collaboration, and critical-thinking. Future projects can further investigate student pharmacists' preferences of using game-based active learning. Additionally, retention rates of students from joint lectures and game-based learning activities can be analyzed.

This research was game-based learning on integer addition, subtraction, multiplication and division for Grade 7 students. Research objectives were 1) to develop game-based learning with an efficiency of 75/75, 2) to compare students’ learning achievement before and after the implementation of game-based learning approach, and 3) to examine students’ satisfaction with game-based learning. The sample group consisted of 28 Grade 7 students from Khambongpittayakom school, selected through purposive sampling. The game-based learning activities encouraged students' interest in learning, provided enjoyment, promoted peer interaction, stimulated enthusiasm, and supported systematic thinking and problem-solving in real-time learning contexts. Moreover, the approach enhanced understanding of mathematical content as all students actively participated in learning by playing games that integrated mathematical concepts. The research instruments included six lesson plans, a 20-item multiple-choice achievement test, and a 10-item student satisfaction questionnaire. Data were analyzed using mean, percentage, standard deviation, and t-test. The results showed that: 1) the efficiency of the game-based learning activities was 78.71/80.36, which exceeded the expected criterion, 2) students’ post-test scores were significantly higher than their pre-test scores at the .05 level, and 3) students' satisfaction with game-based learning was at the highest level (equation = 4.59, SD = 0.70). The results are consistent with the research hypothesis therefore, game-based learning can effectively enhance students' academic achievement.

Students’ vocabulary is essential to their overall language development, as it directly influences their reading comprehension, writing clarity, oral communication, and ability to engage deeply with academic content, especially in Filipino literature. This study sought to improve vocabulary skills among Filipino 10th-grade students by utilizing the Word Treasure Game (WTG) through a classroom-based research methodology. For the 2024–2025 school year, a total of 44 pupils from an Ozamiz City public school were selected using purposive sampling. A quantitative research design was used, with data collected through a test developed explicitly by the researcher. The results were analyzed using Minitab software, applying statistical methods including the mean, standard deviation, and t-test. Findings showed that before the Word Treasure Game (WTG) strategy was introduced, students’ vocabulary performance in Filipino literature fell under the Did Not Meet Expectations category. After the strategy was implemented, students demonstrated a notable improvement in their Filipino vocabulary, achieving an Outstanding level. Findings revealed a substantial increase in students’ Filipino vocabulary between the period before and after the implementation of the WTG strategy. The Word Treasure Game improves students’ vocabulary in Filipino literature by addressing their vocabulary limitations, fostering meaningful learning, enhancing literary comprehension, and boosting motivation. To help students improve their vocabulary and better appreciate Filipino literature, teachers, students, administrators, and program heads should come together to support creative and engaging strategies—like game-based learning—that make lessons more enjoyable and effective.

Objective: The purpose of this study was to examine the perspectives of English as a Foreign Language Special Education teachers (EFLSE) regarding game-based learning approaches for addressing behavioral disorders in ADHD patients. Method: The study involved a sample (n = 131) of EFLSE teachers who completed a questionnaire to determine how feasible, acceptable, and helpful they found game-based learning. Results: The study revealed that EFLSE teachers perceive game-based learning to be a feasible and acceptable method for engaging ADHD students and helping to maintain their attention during game-based learning activities. Nevertheless, implementation and individualized approaches are cited as challenges. Additionally, EFLSE teachers emphasized the benefits of game-based learning, including improved problem-solving, assessment methods, collaboration, and the acquisition of academic skills. Conclusions: The study contributes insights for educators, policymakers, and researchers that can support the development of evidence-based interventions offering game-based learning for students with ADHD.

This research explores the impact of game-based learning on English language proficiency, student engagement, educator perceptions, and implementation challenges. Through a mixed-methods approach, including pre- and post-intervention language assessments, interviews, and focus group discussions, the study investigates the effectiveness of game-based pedagogy in enhancing language learning outcomes. Quantitative analysis of assessment scores reveals significant improvements in both receptive and productive language skills among participants engaged in game-based learning activities. Qualitative data illuminate heightened levels of student engagement and motivation, as well as positive perceptions of game-based pedagogy among educators. However, challenges such as inequities in access to technology resources and the need for professional development for educators are identified. The findings underscore the transformative potential of game-based learning in fostering English language proficiency and inform theory, practice, and policy in language education. By leveraging these insights, stakeholders can work collaboratively to enhance language learning outcomes and promote innovation and inclusivity in English language education.

PurposeThis paper aims to explore the value students place on the sustainable strategies game (SSG) which seeks to improve student engagement in business sustainability through enhanced game-based learning. This game provides an alternative collaborative learning environment to the traditional instructivist approach to enrich Education for Sustainability (EfS) learning experiences and enhance student engagement.Design/methodology/approachStudents’ reflections on their game-based learning experiences and suggestions for game development were collected through a short qualitative survey. Results are explored through three frameworks, namely, the multifaceted student value model, the dimensions of engagement framework and the UK higher education authority (HEA) framework for engagement through partnership.FindingsResearch findings suggest the SSG provides game-based learning within EfS that delivers “edutainment” within an active, collaborative and experiential learning environment that the students value. It is also able to challenge thinking and emotionally engage students with the fundamentals of business sustainability. Reflection-on-action and the students’ role as co-researchers in game development allow students to become active participants in their learning as well as knowledge producers and evaluators. These outcomes deliver the UK HEA’s core facets of student engagement through partnership.Research limitations/implicationsThis practice-focused study presents the self-reported results of a one-time, small study which does not offer generalised, independently validated responses. However, the findings may be of interest to educators considering the adoption of game-based learning and those seeking new learning cultures for EfS.Practical implicationsGame-based learning and teaching approaches can achieve a learner-centred active, collaborative learning environment that enhances student engagement with business sustainability.Originality/valueExperiences gained from this study should assist others in the implementation of game-based learning to engage students in business sustainability.

Objective: The research aims [P1] to identify effective learning methods to improve Programme for International Student Assessment (PISA) rankings; this study undertakes a comprehensive analysis of relevant literature. PISA results provide a benchmark for assessing students' reading, mathematics, and science literacy abilities—crucial indicators of a nation's educational success. Most countries within the OECD utilize PISA assessment results to shape their educational policies. As nations strive to enhance their educational frameworks, particularly in teaching methodologies, the pursuit of influencing PISA rankings becomes increasingly competitive. Countries with lower PISA rankings often look to adopt best practices in literacy improvement from those with higher rankings. This study aspires to deliver best practices to bolster students' literacy skills, thereby improving PISA standings. Methods: The systematic literature review (SLR) is designed by the PRISMA diagram flow, encompassing the critical stages of identification, screening, eligibility, and inclusion. The SLR draws from 14 articles sourced from the Scopus database. Findings: The findings reveal that innovative teaching approaches, such as context-based learning and the integration of digital tools, significantly enhance students' performance in reading, mathematics, and science literacy. Notably, reading literacy is improved through the Cooperative Integrated Reading and Composition (CIRC) model, which focuses on collaborative learning. Mathematics literacy benefits from STEM-themed materials that bridge abstract concepts to real-world applications and through oral questioning techniques that foster critical thinking. Science literacy skills are advanced through digital comic materials, simplifying complex concepts, while STEM learning applications enhance students' understanding and engagement. Conclusion: In conclusion, this study underscores the vital role of appropriate teaching methods in improving learning outcomes and boosting student engagement in the international PISA assessment. By strategically adopting effective educational strategies from countries with higher PISA rankings, significant advancements can be made, offering hope for the future of education. Keywords: learning, method, PISA. DOI: http://dx.doi.org/10.23960/jpp.v14.i2.2024100

Lexical and morphological knowledge of school-aged children are correlated with each other, and are often difficult to distinguish. One reason for this might be that many tasks currently used to assess morphological knowledge require children to inflect or derive real words in the language, thus recruiting their vocabulary knowledge. The current study investigated the possible separability of lexical and morphological knowledge using two complementary approaches. First, we examined the correlations between vocabulary and four morphological tasks tapping different aspects of morphological processing and awareness, and using either real-word or pseudo-word stimuli. Thus, we tested the hypothesis that different morphological tasks recruit lexical knowledge to various degrees. Second, we compared the Hebrew vocabulary and morphological knowledge of 5th grade language minority speaking children to that of their native speaking peers. This comparison allows us to ask whether reduced exposure to the societal language might differentially influence vocabulary and morphological knowledge. The results demonstrate that indeed different morphological tasks rely on lexical knowledge to varying degrees. In addition, language minority students had significantly lower performance in vocabulary and in morphological tasks that recruited vocabulary knowledge to a greater extent. In contrast, both groups performed similarly in abstract morphological tasks with a lower vocabulary load. These results demonstrate that lexical and morphological knowledge may rely on partially separable learning mechanisms, and highlight the importance of distinguishing between these two linguistic components.

The popularity of massively multiplayer online games such as Minecraft and Roblox has aroused the attention of teachers and educational researchers in the past decade. The purpose of this paper is to provide preliminary classroom experience using Roblox in game-based learning activities through action research. Convenience and quota sampling were used, intervening in four groups from different educational levels: 1 secondary, 1 high school, and 2 colleges. The learning activities with Roblox were conducted during the 2020-2021 academic year during the COVID-19 pandemic that forced Mexican schools to go digital. Roblox was used to learn content (like dinosaurs, contagious diseases, system definition) and interpersonal skills (negotiation, cooperation). The participants’ learning perception was explored through quantitative and qualitative data. Findings suggest that students enjoyed the Roblox learning activity as it allowed social interaction between classmates. The students evaluated the learning through the Roblox activity class on different scales (3,08; 3,18; 4,07 and 4,21 on the Likert scale). The results indicate that there are generational differences between groups. Finally, the paper offers concrete suggestions for the use of Roblox in the educational context.

The rise of mobile broadband devices and services has significantly changed the role of mobile devices in people's daily lives by enabling the provision of innovative applications and services anywhere, anytime. Despite the fact that new ideas and innovation mainly occur within Higher Education Institutions (HEIs), the adoption of mobile and ubiquitous technologies by HEIs is still in its early stages. This chapter attempts to provide a framework to support Higher Education Institutions towards implementing mobile and ubiquitous, game-based learning activities. Aligned with the objective of this book, this chapter presents some examples and best practices of implementing this framework towards achieving the learning goals of future professionals in the fields of electronic and ubiquitous commerce.

In our research, we aim to introduce Game-based learning (GBL) activity as part of a holistic approach to supporting knowledge acquisition within a Mechanical Design module. Our case study evaluates Activity Based Learning (ABL) by use of GBL as a tool to drive collaborative student learning. The activity described targets students’ ability to engage in hands-on practical collaborative learning, utilising existing skills in order to collectively share and reinforce knowledge. It relies on knowledge acquired from several subject topics thus consolidating applications through a studio-based activity in the form of a game bringing about its own benefits in teaching and learning. Widely used in a range of subjects, the application of GBL in Engineering and Technology and its effectiveness is less explored and reported as a learning tool in Engineering education. We present an approach to underpinning engineering education as part of a studio-based activity for Mechanical Engineering Design. We explore the options and potential for collaborative learning whilst offering students the opportunity to compete with peer teams for ranked positions on a leader board. We report on the level of student engagement and the extent to which learning outcomes were met through the introduction of such an activity.