GAME CHOICES: PRE-SERVICE ENGLISH TEACHERS' PERCEPTIONS OF TRADITIONAL VS DIGITAL GAME-BASED LEARNING (DGBL) FOR PEER-TEACHING PRACTICES
Keywords:
game-based learning, pre-service teachers, DGBL, traditional games, peer-teaching
Abstract
Game-based learning (GBL) is widely used to enhance student engagement and motivation in English language teaching. Yet, limited studies compare pre-service teachers’ perceptions of traditional and digital game-based learning (DGBL) approaches. Thus, this study explores the benefits, challenges, and preferences of 60 pre-service English teachers at UIN Sayyid Ali Rahmatullah Tulungagung regarding traditional games and DGBL in peer-teaching practices. A mixed-methods approach is used, with quantitative data showing traditional games scored a mean of 3.65 for promoting collaboration, while DGBL scored a mean of 3.89 for technological integration and interactivity. Qualitative findings reveal that while traditional games are appreciated for fostering social interaction and teamwork and offering a technology-free alternative, DGBL is valued for its ability to enhance engagement, provide real-time feedback, and integrate technological skills. However, challenges such as technical issues, resource limitations, and the need for advanced skills were highlighted for DGBL. The study suggests integrating both approaches in teacher training to address diverse learning needs and better prepare pre-service teachers for modern classrooms.
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References
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Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20
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Setiawati, R., Danial, H., Naldi, A., Ole, A. A., & Wahyuni, E. (2024). Development of Game-Based Learning Applications to Increase Students’ Learning Motivation. Al-Fikrah: Jurnal Manajemen Pendidikan, 12(1), 123. https://doi.org/10.31958/jaf.v12i1.12358
Strijker, D., Bosworth, G., & Bouter, G. (2020). Research methods in rural studies: Qualitative, quantitative and mixed methods. Journal of Rural Studies, 78, 262–270. https://doi.org/10.1016/j.jrurstud.2020.06.007
Tanabalan, K., & Hashim, H. (2023). A Systematic Literature Review on the Perceptions of Year four ESL Primary School Pupils on the Usage of Quizlet in Improving English Vocabulary Skills. International Journal of Academic Research in Business and Social Sciences, 13(12). https://doi.org/10.6007/IJARBSS/v13-i12/19726
Thanh Nam, N., Van Duc, N., & Bui Ngoc Bon. (2024). Using Educational Games in Teaching English, A Foreign Language. International Journal of English Language Studies, 6(2), 105–110. https://doi.org/10.32996/ijels.2024.6.2.15
Vega, J., Rodriguez, M., Check, E., Moran, H., & Loo, L. (2024). Duolingo evolution: From automation to Artificial Intelligence. 2024 IEEE Colombian Conference on Applications of Computational Intelligence (ColCACI), 1–6. https://doi.org/10.1109/ColCACI63187.2024.10666523
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.
Zaki, A. S., & Ahmad, A. (2017). The Level of Integration among Students at Secondary School: A Study in Limbang, Sarawak. The International Journal of Social Sciences and Humanities Invention. https://doi.org/10.18535/ijsshi/v4i2.05
Zhou, Y., & Wei, M. (2024). Gamification and Language Learning (pp. 343–376). https://doi.org/10.4018/979-8-3693-2687-9.ch012
Aguilera, E., & de Roock, R. (2022). Digital Game-Based Learning: Foundations, Applications, and Critical Issues. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.1438
All, A., Nuñez Castellar, E. P., & Van Looy, J. (2016). Assessing the effectiveness of digital game-based learning: Best practices. Computers & Education, 92–93, 90–103. https://doi.org/10.1016/j.compedu.2015.10.007
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital Game-based Learning and Serious Games in Education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144. https://doi.org/10.31695/IJASRE.2018.33016
Dawadi, S., Shrestha, S., & Giri, R. A. (2021). Mixed-Methods Research: A Discussion on its Types, Challenges, and Criticisms. Journal of Practical Studies in Education, 2(2), 25–36. https://doi.org/10.46809/jpse.v2i2.20
Dubé, A. K., & Dubé, N. J. (2021). Policies to guide the adoption of educational games into classrooms. Educational Technology Research and Development, 69(1), 167–171. https://doi.org/10.1007/s11423-020-09835-9
Hermaniar, Y., & Palupi, T. W. (2019). STUDENT TO STUDENTS INTERACTION THROUGH TRADITIONAL GAMES IN ENGLISH CLASSROOM. Journal of English Teaching, Applied Linguistics and Literatures (JETALL), 1(1), 23. https://doi.org/10.20527/jetall.v1i1.7363
Licorish, S. A., George, J. L., Owen, H. E., & Daniel, B. (2017). Go Kahoot!” enriching classroom engagement, motivation and learning experience with games. Proceedings of the 25th International Conference on Computers in Education, 755–764.
Licorish, S. A., Owen, H. E., Daniel, B., & George, J. L. (2018). Students’ perception of Kahoot!’s influence on teaching and learning. Research and Practice in Technology Enhanced Learning, 13(1), 1–23.
Lubis, A. H., Johan, S. A., & Alessandro, R. V. (2022). Quizlet as an electronic flashcard to assist foreign language vocabulary learning. Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022), 71–76.
Mahendra, J. W., Maghfiroh, A., Harmanto, B., & Hatmoko, D. (2024). The Effectiveness of Scrabble Games to Promote Vocabulary Achievement of Migrant Workers’ Children in Malaysia. Journal of Languages and Language Teaching, 12(2), 963. https://doi.org/10.33394/jollt.v12i2.10478
Mardhiah, A., & Solekhah, H. (2024). Exploring Charades: The Benefits and Challenges of Gamifying English Learning. Proceeding of International Conference on Multidisciplinary Research, 6(1), 179–188.
Maulidya, D. N., Imaniar, F., Safriani, A., Rakhmawati, R., & Jati, S. P. (2023). The Utilization of Instructional Media Used by Indonesian Pre-Service Teachers to Facilitate Student’s English Vocabulary Learning: Thai Primary Students’ EYL. Linguistic, English Education and Art (LEEA) Journal, 7(1), 172–183. https://doi.org/10.31539/leea.v7i1.8295
Moeller, K., Ninaus, M., & Greipl, S. (2020). Potential and limits of game-based learning. International Journal of Technology Enhanced Learning, 12(4), 363. https://doi.org/10.1504/IJTEL.2020.10028417
Munawarah, S., Hayati, S., Fitriyani, W., Rahman, E., Mieyrandha, M., Maharani, L. M., Tegar, J., & Fauzi, I. (2024). Games in Enhancing Productive Skills for EFL Students. EBONY: Journal of English Language Teaching, Linguistics, and Literature, 4(2), 42–51. https://doi.org/10.37304/ebony.v4i2.14032
Ningsih, F. (2023). Uncovering Students’ Perceptions of Slido: An Innovative Engagement with Real-Time Interactive Technology in ESP. IALLTEACH (Issues In Applied Linguistics & Language Teaching), 5(1), 7–17.
Pando Cerra, P., Fernández Álvarez, H., Busto Parra, B., & Iglesias Cordera, P. (2022). Effects of Using Game-Based Learning to Improve the Academic Performance and Motivation in Engineering Studies. Journal of Educational Computing Research, 60(7), 1663–1687. https://doi.org/10.1177/07356331221074022
Sari, D. F., Sahardin, R., Yani, V., & Yusuf, Y. Q. (2022). Scrabble game technique: A game changer for English vocabulary learning. Englisia: Journal of Language, Education, and Humanities, 10(1), 1. https://doi.org/10.22373/ej.v10i1.12388
Setiawati, R., Danial, H., Naldi, A., Ole, A. A., & Wahyuni, E. (2024). Development of Game-Based Learning Applications to Increase Students’ Learning Motivation. Al-Fikrah: Jurnal Manajemen Pendidikan, 12(1), 123. https://doi.org/10.31958/jaf.v12i1.12358
Strijker, D., Bosworth, G., & Bouter, G. (2020). Research methods in rural studies: Qualitative, quantitative and mixed methods. Journal of Rural Studies, 78, 262–270. https://doi.org/10.1016/j.jrurstud.2020.06.007
Tanabalan, K., & Hashim, H. (2023). A Systematic Literature Review on the Perceptions of Year four ESL Primary School Pupils on the Usage of Quizlet in Improving English Vocabulary Skills. International Journal of Academic Research in Business and Social Sciences, 13(12). https://doi.org/10.6007/IJARBSS/v13-i12/19726
Thanh Nam, N., Van Duc, N., & Bui Ngoc Bon. (2024). Using Educational Games in Teaching English, A Foreign Language. International Journal of English Language Studies, 6(2), 105–110. https://doi.org/10.32996/ijels.2024.6.2.15
Vega, J., Rodriguez, M., Check, E., Moran, H., & Loo, L. (2024). Duolingo evolution: From automation to Artificial Intelligence. 2024 IEEE Colombian Conference on Applications of Computational Intelligence (ColCACI), 1–6. https://doi.org/10.1109/ColCACI63187.2024.10666523
Wang, A. I., & Tahir, R. (2020). The effect of using Kahoot! for learning–A literature review. Computers & Education, 149, 103818.
Zaki, A. S., & Ahmad, A. (2017). The Level of Integration among Students at Secondary School: A Study in Limbang, Sarawak. The International Journal of Social Sciences and Humanities Invention. https://doi.org/10.18535/ijsshi/v4i2.05
Zhou, Y., & Wei, M. (2024). Gamification and Language Learning (pp. 343–376). https://doi.org/10.4018/979-8-3693-2687-9.ch012
Published
2024-11-27
How to Cite
Ningsih, F., & Nikmah, L. (2024). GAME CHOICES: PRE-SERVICE ENGLISH TEACHERS’ PERCEPTIONS OF TRADITIONAL VS DIGITAL GAME-BASED LEARNING (DGBL) FOR PEER-TEACHING PRACTICES. Jurnal Bahasa Lingua Scientia, 16(2), 363-386. https://doi.org/10.21274/ls.2024.16.2.363-386
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Articles
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