Gamifying Language Learning: Enhancing Primary School Student Engagement Through the Giant Snake and Ladder Board Game

Nur Syazwanie Mansor, Phaveena Primsuwan, Asni Syahriza Abu Hassan, Sharina Saad, Fatin Nuraini Sabidi and Kannika Ponamnuaysuk
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Nur Syazwanie Mansor: Academy of Language Studies, Universiti Teknologi MARA (UiTM) Cawangan Kedah, Sungai Petani, Malaysia
Phaveena Primsuwan: Academy of Language Studies, Universiti Teknologi MARA (UiTM) Cawangan Kedah, Sungai Petani, Malaysia
Asni Syahriza Abu Hassan: Academy of Language Studies, Universiti Teknologi MARA (UiTM) Cawangan Kedah, Sungai Petani, Malaysia
Sharina Saad: Academy of Language Studies, Universiti Teknologi MARA (UiTM) Cawangan Kedah, Sungai Petani, Malaysia
Fatin Nuraini Sabidi: The Ciks Sdn Bhd, Malaysia
Kannika Ponamnuaysuk: Assumption University of Thailand, Thailand

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 3184-3195

Abstract: This study addresses the ongoing challenge of maintaining student engagement and motivation in English language learning, particularly among primary school students. With traditional methods proving less effective in sustaining interest, this study aims to explore the impact of gamification on improving students’ engagement and language acquisition. Specifically, the research investigates how the integration of a giant Snake and Ladder game, focusing on vocabulary and grammar, influences students’ learning experiences. The study was conducted with 103 standard six students from a primary school in northern region, Malaysia who played the game in groups and completed a post-game survey. The survey included nine items that assessed the students’ experience and motivation, using a 3-point Likert scale (Disagree, Neutral, Agree). Descriptive statistics, including percentages, mean, and standard deviation, were used to analyse the data. The findings revealed that the majority of students reported enhanced motivation and a better understanding of English, with 76% agreeing that moving around as a token made the game more fun, and 67% stating they learned many new things. The study supports the notion that gamification, particularly through physical activities, can effectively foster engagement and improve language learning outcomes. The implications suggest that educators can integrate similar game-based approaches to enhance motivation and comprehension, especially in language subjects. However, future research should consider larger sample sizes and assess the long-term effects of gamified learning on language retention.

Date: 2024
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