--

16(2)2026 (IN PRESS)

Key components of digital games in grammar learning: Insights from English Majors


Author - Affiliation:
Thien Hoang Lam - Ho Chi Minh City University of Social Sciences and Humanities, Ho Chi Minh City , Vietnam
Nhien Huu Khanh Pham - Ho Chi Minh City University of Social Sciences and Humanities, Ho Chi Minh City , Vietnam
Phi Hoang Vo - Ho Chi Minh City University of Social Sciences and Humanities, Ho Chi Minh City , Vietnam
Thy Nguyen My Pham - Ho Chi Minh City University of Social Sciences and Humanities, Ho Chi Minh City , Vietnam
Vy Yen Su - Ho Chi Minh City University of Social Sciences and Humanities, Ho Chi Minh City , Vietnam
Corresponding author: Thien Hoang Lam - lamhoangthien293@gmail.com
Submitted: 29-06-2024
Accepted: 27-09-2024
Published: 18-10-2024

Abstract
The integration of games into educational settings has become increasingly common due to advancements in educational technology, yet using Game-Based Learning (GBL) in Grammar classes remains challenging because games’ features do not align with students’ needs. Therefore, the theoretical basis of this study consists of four game elements - Play, Pretending, Goal, and Rule - as well as the game components within these (Adams, 2014), which form the foundation for designing games for Game-Based Learning (Al-Azawi et al., 2016) in Grammar classes. Based on the foundation of these theories, this study developed the questionnaire and interview to collect data from 150 university students, plus utilized the mixed-method approach to strengthen the case study design and enhance the validity and credibility of findings through triangulation. The collected data showed three crucial components for designing games to teach Grammar university students: clear rules, fair rules, and appropriate difficulty levels. Additionally, specific preferences highlighted by students included cute visual styles, gradually increasing difficulty levels, and the game mode not requiring overly active participation, such as choosing correct answers within a reasonable time limit. These findings enable teachers to apply technology in higher education more effectively and provide criteria for them to design educational games that meet students’ needs, thereby enhancing the learning experience in Grammar classes.

Keywords
digital games’ components; game design; grammar; teaching methods; university students

Full Text:
PDF

References

Abd Elsattar, H. K. H. (2017). Designing for game-based learning model: The effective integration of flow experience and game elements to support learning. International Conference on Computer Graphics, Imaging and Visualization, 34-43.


Abu Bakar, N. A., ChePa, N., Hibadullah, C. F., & Hussain, A. (2018). Perception towards rewards in digital traditional games: Experience from pilot study. International Journal of Engineering and Technology (UAE). https://doi.org/10.14419/ijet.v7i3.20.18728


Adams, E. (2014). The fundamentals of game design (3rd ed.). Pearson Education.


Adeng, L. A., & Shah, P. M. (2012). Teachers’ beliefs and attitudes toward the use of language games in teaching grammar to young learners. International Seminar on Educational Comparative in Competency Based Curriculum between Indonesia and Malaysia.


Ahmad, A., Zeeshan, F., Marriam, R., Samreen, A., & Ahmed, S. (2020). Does one size fit all? Investigating the effect of group size and gamification on learners’ behaviors in higher education. Journal of Computing in Higher Education, 33, 296-327. https://doi.org/10.1007/s12528-020-09266-8


Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International journal of innovation, management and technology, 7(4), 132-136.


Bigdeli, S., & Kaufman, D. (2017). Digital games in medical education: Key terms, concepts, and definitions. Medical journal of the Islamic Republic of Iran, 31(1). https://doi.org/10.14196/mjiri.31.52


Cam, L., & Tran, T. T. M. (2017). An evaluation of using games in teaching English grammar for first year English-majored students at Dong Nai Technology University. International journal of learning, teaching and educational Research, 16(7), 51-71.


Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.


Dewi, R. S., Kultsum, U., & Armadi, A. (2017). Using communicative games in improving students’ speaking skills. English language teaching, 10(1), 63-71. https://doi.org/10.5539/elt.v10n1p63


Gee, L. L. S., & Dolah, J. (2016, September 26 -27). Graphic styles appearance in educational games to enhance Malaysian students’ learning: A preliminary study [Poster presentation]. 2nd international conference on creative media, design & technology in Penang, Malaysia.


Ghazy, A., Wajdi, M., Ikhsanudin, & Sada, C. (2021). The use of game-based learning in English class. Journal of Applied Studies in Language, 5(1), 67-78.


Gomez, M. J., Ruipérez-Valiente, J. A., & Clemente, F. J. G. (2022). A systematic literature review of game-based assessment studies: Trends and challenges. IEEE Transactions on Learning Technologies, 16(4), 500-515. https://doi.org/10.1109/TLT.2022.3226661


Harmer, J. (1991). The practice of English language teaching. Longman.


Hashim, H., Rafiq, R. M., & Md Yunus, M. (2019). Improving ESL learners’ grammar with gamified-learning. Arab World English Journal, Special Issue on CALL, (5), 41-50. https://dx.doi.org/10.24093/awej/call5.4


Kukulska-Hulme, A., Bossu, C., Coughlan, T., Ferguson, R., FitzGerald, E., Gaved, M., Herodotou, C., Rienties, B., Sargent, J., & Scanlon, E. (2021). Innovating pedagogy 2021: Exploring new forms of teaching, learning and assessment to guide educators and policy makers. The Open University.


Larsen-Freeman, D. (2001). Teaching grammar: Teaching English as a second or foreign language. Thomson Heinle.


Larsen-Freeman, D. (2003). Teaching language: From grammar to grammaring. Newbury House.


Larsen-Freeman, D., & Celce-Murcia, M. (2015). The grammar book - form, meaning and use for English language teachers (3rd ed.). Cengage Learning/National Geographic Learning.


Lawrence, A. J., & Lawrence, A. S. (2013). Attitude of student teachers towards using grammar games for teaching English. Online Submission, 4(1), 65-72.


Liu, X., & Li, Q. (2015). Digital mobile games in education. In Encyclopedia of mobile phone behavior (pp. 454-465). IGI Global.


Lleve, E., Casinillo, L., & Salabao, A. (2024). Internal and external job stress of high school teachers in a private institution. Ho Chi Minh City Open University Journal of Science - Social Sciences, 14(1), 23-35. https://doi.org/10.46223/hcmcoujs.soci.en.14.1.3075.2024.


Mahmoud, A. A. A., & Tanni, Z. A. (2014). Using games to promote students’ motivation towards learning English. Al-Quds Open University Journal for Educational & Psychological Research & Studies, 2(5), 11-33.


Mikasyte, V. (2018). Gamified EFL instructions: An overview of the most recent research trends. In Vytautas Magnus University (Eds.) Proceedings of the IVUS international conference on information technology (pp. 7-12). Faculty of Informatics.


Nadolny, L., Valai, A., Cherrez, N. J., Elrick, D., Lovett, A., & Nowatzke, M. (2020). Examining the characteristics of game-based learning: A content analysis and design framework. Computers & Education, 156, Article 103936.


https://doi.org/10.1016/j.compedu.2020.103936


Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest evidence and future directions. Slough: Nfer.


Rossiter, A. (2020). A descriptive grammar of English (1st ed.). Linguapress.


Ryan, R. M., Rigby, C. S., & Przybylski, A. (2006). The motivational pull of video games: A self-determination theory approach. Motivation and Emotion, 30(4), 344-360. https://doi.org/10.1007/s11031-006-9051-8


Sabirli, Z. E., & Çoklar, A. N., (2020). The effect of educational digital games on education, motivation and attitudes of elementary school students against course access. World Journal on Educational Technology: Current Issues, 12(4), 325-338. https://doi.org/10.18844/wjet.v12i4.5142


Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. MIT Press.


Suter, B., Kocher, M., & Bauer, R. (2019). Games and rules: Game mechanics for the magic circle. http://doi.org/10.14361/9783839443040


Thornbury, S. (1999). How to teach grammar. Longman.


Tolentino, L. C., & Tokowicz, N. (2014). Cross‐language similarity modulates effectiveness of second language grammar instruction. Language Learning, 64(2), 279-309.


Tolero, J. A., Tabile, D. O., & Achacoso, J. M. (2021). Experience of science teachers in practicing rewards system to increase students’ participation in class. International Journal of Multidisciplinary: Applied Business and Education Research, 2(12), 1482-1493.


Treen, E., Atanasova, C., Pitt, L., & Johnson, M. (2016). Evidence from a large sample on the effects of group size and decision-making time on performance in a marketing simulation game. Journal of Marketing Education, 38(2), 130-137. doi:10.1177/0273475316653433


Xie, X. (2010). Why are students quiet? Looking at the Chinese context and beyond. English Language Teaching journal, 64(1), 10-20.


Yaccob, N. S., & Yunus, M. M. (2019). Language games in teaching and Learning English grammar: A literature review. Arab World English Journal, 10(1), 209-217. https://doi.org/10.24093/awej/vol10no1.18


Yang, T. C., Chen, M. C., & Chen, S. Y. (2019). The effects of background music on game-based learning: A cognitive style approach. The Asia-Pacific Education Researcher, 28, 495-508. https://doi.org/10.1007/s40299-019-00450-8


Yomota, I. (2006). The cute. Chikubukuro.


Zamri, K. Y., & Tan, H. K. (2022). Evaluating educational game via User Experience (UX) and User Interface (UI) Elements. EDUCATUM Journal of Social Sciences, 8(1), 1-9. https://doi.org/10.37134/ejoss.vol8.sp.1.2022


Zhang, Z., & Zhou, J. (2020). Cognitive and neurological mechanisms of cuteness perception: A new perspective on moral education. Mind, Brain, and Education/Mind, Brain and Education, 14(3), 209-219. https://doi.org/10.1111/mbe.12252



DOI: https://doi.org/10.46223/HCMCOUJS.soci.en.16.2.3529.2026
Creative Commons License
© The Author(s) 2026. This is an open access publication under CC BY NC licence.