Rajang River Run: Improving Vocabulary Acquisition Among Young Learners through Gamified Storytelling

Authors

  • Stephanie Lawas James University Malaysia Sarawak
  • Farah Nadia Jaidil University Malaysia Sarawak
  • Izzati Suffiah Muhammad Amin Faudzi University Malaysia Sarawak
  • Nazira Roslee University Malaysia Sarawak
  • Nur' Zahra Su'aidi University Malaysia Sarawak

DOI:

https://doi.org/10.33736/jcshd.5483.2023

Keywords:

vocabulary, storytelling, primary learners, game-based learning

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.

 

 

Author Biographies

Stephanie Lawas James, University Malaysia Sarawak

 

 

Farah Nadia Jaidil, University Malaysia Sarawak

 

 

Izzati Suffiah Muhammad Amin Faudzi , University Malaysia Sarawak

 

 

Nazira Roslee, University Malaysia Sarawak

 

 

Nur' Zahra Su'aidi, University Malaysia Sarawak

 

 

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Published

2023-03-31

How to Cite

James, S. L., Jaidil, F. N. ., Muhammad Amin Faudzi , I. S. ., Roslee, N. ., & Su’aidi, N. Z. (2023). Rajang River Run: Improving Vocabulary Acquisition Among Young Learners through Gamified Storytelling. Journal of Cognitive Sciences and Human Development, 9(1), 63–82. https://doi.org/10.33736/jcshd.5483.2023