The Impact of Mobile Digital Game in Learning Arabic Language at Tertiary Level - Research Study

Oct 15, 2026

Uploaded by nayy☆

In the 21st century, technology has reshaped communication and learning, especially for younger learners, including how information is acquired and processed. This qualitative study investigates the impact of mobile digital game-based learning in Arabic classes at the tertiary level. Data come from semi-structured interviews with 16 students exposed to mobile digital games. Findings show significant effects on learning achievement and Arabic vocabulary acquisition, supporting student-centred interaction, enjoyment, participation, engagement, and motivation, with clear value for lecturers to adopt such learning approaches.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages18

Reading Time45 min

AccessFree to download

Introduction

Vocabulary acquisition and digital game-based learning

Prior findings on educational games

Rationale and study aims

Literature Review

Teacher-centred approaches in Arabic teaching

Emerging role of digital game-based learning

The Impact of Mobile Digital Game in Learning Arabic Language at Tertiary Level Mohammad Taufiq Abdul Ghani Universiti Pendidikan Sultan Idris, Malaysia ORCID: 0000-0003-3552-8828 Mahizer Hamzah Universiti Pendidikan Sultan Idris, Malaysia ORCID: 0000-0003-3108-3913 Wan Ab Aziz Wan Daud Universiti Malaysia Kelantan, Malaysia ORCID: 0000-0002-9507-5608 Taj Rijal Muhamad Romli Universiti Pendidikan Sultan Idris, Malaysia ORCID: 0000-0003-0621-124X Received: 28 May 2021 Accepted: 19 Oct 2021 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 studentcentred learning, which would enhance student’s participation in language activities and provide them with a joyful, fun, and active learning environment. Keywords: Arabic language, mobile digital game, digital game-based learning, teaching and learning, mobile learning INTRODUCTION 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. A collection of 2000 vocabulary is a realistic amount for students to understand the texts or communicate for the purpose of higher learning stages (Abdul Razif & Mohd Zaki, 2017; Nation, 2001; Schmitt, 2000; Zainur Rijal & Rosni, 2018) . Thus, digital game-based learning has great potential in helping students enrich their vocabulary size in an interactive way. Previous studies have suggested that the employment of game-based learning could enhance student’s achievement and motivation in learning new vocabulary. 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. A study revealed that educational games could develop students’ thinking skills, increase the feeling of enjoyment while learning, and stimulate active learning rather than feeling burdened by the delivered information given by teachers (Abu Riya, 2001; Alessi & Trollip, 1984; Amna et al., 2017; Baid & Lambert, 2010; Chu & Hung, 2015; Hamzul & Nik Mohd Rahimi, 2015; Kirikkaya et al., 2010; Li & Tsai, 2013; Muhammad Sabri, 2011; Norfaezah, 2019; Siti Nazleen & Zuliana, 2017; Wilfried et al., 2014) . Moreover, through gamebased learning, students are encouraged to try a new thing and not to be afraid of failing (Lee & Hammer, 20

FAQs

What does the study investigate about mobile digital games in Arabic learning?

The study explores the impact of mobile digital game-based learning in Arabic classes at the tertiary level, focusing on learning outcomes and student experience.

How was data collected and who participated in the study?

The research used a qualitative design with semi-structured interview sessions involving 16 tertiary-level students who were exposed to mobile digital games for learning Arabic.

What major benefits were reported from using mobile digital games to learn Arabic?

The findings indicate significant improvement in learning achievement and enhanced Arabic vocabulary acquisition, along with student-centred, interactive learning that increases enjoyment, participation, engagement, and motivation.

Oct 15, 2026

Uploaded by nayy☆