Rajang River Run: Improving Vocabulary Acquisition Among Young Learners through Gamified Storytelling
Abstract
This study examined the use of flashcard games as a game-based learning and storytelling approach to acquire new vocabulary, construct engaging sentences, and increase students' motivation. The study was conducted at a national government-funded public primary school in Putrajaya, Malaysia, involving 15 Primary one students. The game design thinking approach was employed to develop the game, which acts as a guide to scaffold creativity and collaboration. The findings showed that learning through the Rajang River Run could boost pupils' capacity and desire to learn unfamiliar words. The implication of this study suggests that gamified learning, such as gamified narrative, increased players' motivation to play the game and improved memory retention and attentiveness.
References
Abdul Aziz, A., & Kashinathan, S. (2021). ESL Learners' Challenges in Speaking English in Malaysian Classroom. International Journal of Academic Research in Progressive Education and Development, 10(2), 983-991.
https://doi.org/10.6007/IJARPED/v10-i2/10355
Al Neyadi, O. (2007). The effects of using games to reinforce vocabulary learning. In Marifa H.C.T. (Ed.), Action research and initial teacher education in the UAE (pp.99-1-7). HCT Press, UAE.
Alqahtani, M. (2015). The importance of vocabulary in language learning and how to be taught. International Journal of Teaching and Education, 3(3), 21-34.
https://doi.org/10.20472/TE.2015.3.3.002
Amelia Leong Chiew Har, Mohamad Jafre Zainol Abidin, & Jamal Safri Saibon. (2019). The benefits and drawbacks of using tablet-based digital storytelling in vocabulary learning among Malaysian young English as a Second Language (ESL) learners. Asia Pacific Journal of Educators and Education, 34, 17-47.
https://doi.org/10.21315/apjee2019.34.2
Arnab, S., Clarke, S., & Morini, L. (2019). Co‑creativity through play and game design thinking. Electronic Journal of e-Learning, 17(3), pp 184-198.
https://doi.org/10.34190/JEL.17.3.002
Azmi, M. N. L. (2013). National Language Policy and Its Impacts on Second Language Reading Culture. Journal of International Education and Leadership, 3(1), 113-122. Retrieved from: https://files.eric.ed.gov/fulltext/EJ1136083.pdf
Bakhsh, S. A. (2016). Using games as a tool in teaching vocabulary to young learners. English Language Teaching, 9(7), 120-128.
https://doi.org/10.5539/elt.v9n7p120
Berne, J. I., & Blachowicz, C. L. Z. (2008). What Reading Teachers Say about Vocabulary Instruction: Voices from the Classroom. The Reading Teacher, 62(4), 314-323. Retrieved from http://www.jstor.org/stable/27699695
https://doi.org/10.1598/RT.62.4.4
Calvo-Ferrer, J. R. (2017). Educational games as stand-alone learning tools and their motivational effects on L2 vocabulary acquisition and perceived learning gains. British Journal of Educational Technology, 48(2), 264-278.
https://doi.org/10.1111/bjet.12387
Clarke, S., Masters, A., Collins, B., Flynn, D., & Arnab, S. (2020, September). Using frugal education principles and the RPG Maker MV game engine to aid the co-creation of digital game-based learning resources. In Proceedings of the 14th International Conference on Game Based Learning, ECGBL (pp. 87-95).
Derakhshan, A., & Khatir, E. D. (2015). The effects of using games on English vocabulary learning. Journal of Applied Linguistics and Language Research, 2(3), 39-47. Retrieved from: http://jallr.com/index.php/JALLR/article/view/40/pdf_38
Dignath-van Ewijk, C., Fabriz, S., & Buttner, G. (2015). Fostering self-regulated learning among students by means of an electronic learning diary: A training experiment. Journal of Cognitive Education and Psychology, 14(1), 77-97.
https://doi.org/10.1891/1945-8959.14.1.77
Giakalaras, M. M. (2016). Gamification and storytelling. Journal of Media and Communication Studies, 8, 1-7.
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does Gamification Work? - A Literature Review of Empirical Studies on Gamification. In Proceedings of the 47th Hawaii International Conference on System Sciences, Hawaii, USA, January 6-9, 2014.
https://doi.org/10.1109/HICSS.2014.377
Hassan, F. A., & Hashim, H. (2021). The Use of an Interactive Online Tool (Plickers) in Learning Vocabulary among Young Learners in ESL Setting. Creative Education, 12, 780-796.
https://doi.org/10.4236/ce.2021.124055
Hsin-Yi Liang, Tien-Yu Hsu, Gwo-Jen Hwang, Shao-Chen Chang & Hui-Chun Chu (2021). A mandatory contribution-based collaborative gaming approach to enhancing students' collaborative learning outcomes in Science museums, Interactive Learning Environments.
https://doi.org/10.1080/10494820.2021.1897845
Hsu, S. H., Chang, J. W., & Lee, C. C. (2013). Designing attractive gamification features for collaborative storytelling websites. Cyberpsychology, Behavior, and Social Networking, 16(6), 428-435.
https://doi.org/10.1089/cyber.2012.0492
Huizenga, J. C., ten Dam, G. T. M., Voogt, J. M., & Admiraal, W. F. (2017). Teacher perceptions of the value of game-based learning in secondary education. Computers & Education, 110, 105-115.
https://doi.org/10.1016/j.compedu.2017.03.008
Indriyani, A., & Sugirin. (2019). The impact of vocabulary learning strategies. In Proceedings of the 3rd International Conference on Current Issues in Education (pp. 113-117). Atlantis Press.
Johnson, D. W., & Johnson, R. T. (2009). An educational psychology success story: Social interdependence theory and cooperative learning. Educational Researcher, 38(5), 365-379.
https://doi.org/10.3102/0013189X09339057
Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.
https://doi.org/10.1145/2207270.2211316
Kaptein, M., Markopoulos, P., de Ruyter, B., & Aarts, E. (2015). Personalising persuasive technologies: Explicit and implicit personalisation using persuasion profiles. International Journal of Human-Computer Studies, 77, 38-51.
https://doi.org/10.1016/j.ijhcs.2015.01.004
Kunnu, W., Uiphanit, T., & Sukwises, A. (2016). The development of vocabulary memorisation by using games. International Journal of Social Science and Humanity, 6(6), 419-422.
https://doi.org/10.7763/IJSSH.2016.V6.683
Mayer, R. E. (2012). Multimedia Learning (R. E. Mayer, Ed.). Cambridge University Press.
Ministry of Education Malaysia. (2013). Malaysia Education Blueprint, 2013-2025: Preschool to Post-secondary Education. Kementerian Pendidikan Malaysia. Retrieved from https://www.moe.gov.my/menumedia/media-cetak/penerbitan/dasar/1207-malaysia-education-blueprint-2013-2025/file
Misbah, N., Mohamad, M., Yunus, M. M., & Ya'acob, A. (2017). Identifying the factors Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge: Cambridge University Press.
Mora, A., Riera, D., González, C., & Arnedo-Moreno, J. (2017). Gamification: A systematic review of design frameworks. Journal of Computing in Higher Education.
https://doi.org/10.1007/s12528-017-9150-4
Nation, I. S. P. (2001). Learning vocabulary in another language. Cambridge University Press.
https://doi.org/10.1017/CBO9781139524759
Orlick, T. (2006). Cooperative games and sports: Joyful activities for everyone. Human Kinetics Press.
Reeves, B., & Read, J. L. (2009). Total engagement: How games and virtual worlds are changing the way people work and businesses compete. Harvard Business Press.
Richard-Amato, P. A. (1988). Making It Happen: Interaction in the Second Language Classroom, From Theory to Practice. Longman Inc., 95 Church St., White Plains, NY 10601-1505.
Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents' achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223-246.
https://doi.org/10.1037/0033-2909.134.2.223
Segal-Drori, O., Korat, O., Shamir, A., & Klein, P. S. (2010). Reading electronic and printed books with and without adult instruction: Effects on emergent reading. Reading and Writing: An Interdisciplinary Journal, 23(8), 913-930.
https://doi.org/10.1007/s11145-009-9182-x
Schmitt, N. (2000). Vocabulary in language teaching. Cambridge: Cambridge University Press
Scheer, A., Noweski, C., & Meinel, C. (2012). Transforming constructivist learning into action: Design thinking in education. Design and Technology Education: An International Journal, 17(3), 8 - 19. Retrieved from https://eric.ed.gov/?id=EJ996067
Taghiadeh, M., Vaezi, S., & Ravan, M. (2017). Digital games, songs and flashcards and their effects on vocabulary knowledge of Iranian preschoolers. Studies, 5(4), 156-171. Retrieved from http://www.eltsjournal.org/archive/value5%20issue4/20-5-4-17.pdf
Takeuchi, L. M., & Vaala, S. (2014). Level up learning: A national survey on teaching with digital games. New York: The Joan Ganz Cooney Center at Sesame Workshop.
Uberman, A. (1998, January). The use of games for vocabulary presentation and revision. In English Teaching Forum, 36(1), 20-27.
Vygotsky, L. (1978). Interaction between learning and development. California: W.H. Freeman Company.
Wright, A., Betteridge, D., & Buckby, M. (2005). Games for language learning (3rd ed.). New York: Cambridge University Press.
Copyright (c) 2023 Unimas Publisher
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Transfer Statement for Journal
1) In signing this statement, the author(s) grant UNIMAS Publisher an exclusive license to publish their original research papers. The author(s) also grant UNIMAS Publisher permission to reproduce, recreate, translate, extract or summarize, and to distribute and display in any forms, formats, and media. The author(s) can reuse their papers in their future printed work without first requiring permission from UNIMAS Publisher, provided that the author(s) acknowledge and reference publication in the Journal.
2) For open access articles, the author(s) agree that their articles published under UNIMAS Publisher are distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License) which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the author(s) is properly cited.
3) The author(s) is/are responsible to ensure his or her or their submitted work is original and does not infringe any existing copyright, trademark, patent, statutory right, or propriety right of others. Corresponding author(s) has (have) obtained permission from all co-authors prior to submission to the journal. Upon submission of the manuscript, the author(s) agree that no similar work has been or will be submitted or published elsewhere in any language. If submitted manuscript includes materials from others, the authors have obtained the permission from the copyright owners.
4) In signing this statement, the author(s) declare(s) that the researches in which they have conducted are in compliance with the current laws of the respective country and UNIMAS Journal Publication Ethics Policy. Any experimentation or research involving human or the use of animal samples must obtain approval from Human or Animal Ethics Committee in their respective institutions. The author(s) agree and understand that UNIMAS Publisher is not responsible for any compensational claims or failure caused by the author(s) in fulfilling the above-mentioned requirements. The author(s) must accept the responsibility for releasing their materials upon request by Chief Editor or UNIMAS Publisher.
5) The author(s) should have participated sufficiently in the work and ensured the appropriateness of the content of the article. The author(s) should also agree that he or she has no commercial attachments (e.g. patent or license arrangement, equity interest, consultancies, etc.) that might pose any conflict of interest with the submitted manuscript. The author(s) also agree to make any relevant materials and data available upon request by the editor or UNIMAS Publisher.
