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  1. Home
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  3. Vol. 10, No. 3, August 2025
  4. Articles

Issue

Vol. 10, No. 3, August 2025

Issue Published : Jun 13, 2025
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Effectiveness of a Competitive Educational Game with a Game Controller in English Game-Based Language Learning

https://doi.org/10.22219/kinetik.v10i3.2253
Galang Prihadi Mahardhika
Ibaraki University, Hitachi, Ibaraki, Japan
Astari Husna Masitha
Sekolah Menengah Atas Masa Depan, Yogyakarta
Masaru Kamada
Ibaraki University, Hitachi, Ibaraki, Japan

Corresponding Author(s) : Galang Prihadi Mahardhika

24nd303x@vc.ibaraki.ac.jp

Kinetik: Game Technology, Information System, Computer Network, Computing, Electronics, and Control, Vol. 10, No. 3, August 2025
Article Published : Jun 13, 2025

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Abstract

Game-based language learning has emerged as a promising approach to language learning activities. Despite its potential, game-based language learning implementation concepts that emphasize player-to-player and player-to-game interactions have not been widely adopted. This study presents an educational game as a game-based language learning application that incorporates face-to-face interaction concepts and competitive game approaches to enhance player-to-player interaction. Additionally, the game utilizes a specially designed game controller to improve player-to-game interaction. The impact of the proposed educational game on the students' learning experience, gaming experience, and motivation was evaluated with a process conducted with 42 high school students (14 females and 28 males). The findings suggest that integrating concepts of face-to-face interaction in competitive game scenarios and the game controller design proposed in this study fosters social interactions among players, positively influencing students' learning experience, gaming experience, and motivation. Furthermore, the findings reveal that students prefer game controllers with microswitch buttons because they provide a physical feel that reduces errors during gameplay. This underscores the importance of ergonomic, easy-to-use game controller designs that minimize errors when playing educational games. By focusing on the interplay between player-to-player and player-to-game interactions, this study provides insight into designing interactive educational games that utilize interaction technology, particularly for language learning.

Keywords

Game-Based Language Learning Competitive Gaming Game Controller Player-to-player Interaction Player-to-game Interaction
Mahardhika, G. P., Masitha, A. H., & Kamada, M. (2025). Effectiveness of a Competitive Educational Game with a Game Controller in English Game-Based Language Learning. Kinetik: Game Technology, Information System, Computer Network, Computing, Electronics, and Control, 10(3). https://doi.org/10.22219/kinetik.v10i3.2253
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References
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Read More

References


K. I. Hossain, “Reviewing the role of culture in English language learning: Challenges and opportunities for educators,” Social Sciences & Humanities Open, vol. 9, p. 100781, 2024, doi: 10.1016/j.ssaho.2023.100781.

C.-J. Lin, G.-J. Hwang, Q.-K. Fu, and Y.-H. Cao, “Facilitating EFL students’ English grammar learning performance and behaviors: A contextual gaming approach,” Comput Educ, vol. 152, p. 103876, Jul. 2020, doi: 10.1016/j.compedu.2020.103876.

S. Zhang and C. Lai, “Out-of-class English learning anxiety and its relation to motivation among Chinese university English majors,” System, vol. 124, p. 103384, Aug. 2024, doi: 10.1016/j.system.2024.103384.

P. Pradhananga, M. ElZomor, and G. Santi Kasabdji, “Advancing minority STEM students’ communication and presentation skills through cocurricular training activities,” Journal of Civil Engineering Education, vol. 148, no. 2, Apr. 2022, doi: 10.1061/(ASCE)EI.2643-9115.0000060.

P. Huang, “Textbook interaction: A study of the language and cultural contextualisation of English learning textbooks,” Learn Cult Soc Interact, vol. 21, pp. 87–99, Jun. 2019, doi: 10.1016/j.lcsi.2019.02.006.

E. Kuche, A. Demissie, and W. Wanna, “English language teacher educators’ knowledge and skills on early grade reading instruction,” Heliyon, vol. 10, no. 19, p. e38360, Oct. 2024, doi: 10.1016/j.heliyon.2024.e38360.

S. Ebadi, M. Zandi, and Z. F. Ajabshir, “The effect of language learning engagement on L2 motivation over Instagram,” Acta Psychol (Amst), vol. 250, p. 104512, Oct. 2024, doi: 10.1016/j.actpsy.2024.104512.

C. Zhang and K. Dai, “Enhancing Chinese students’ willingness to communicate (WTC) in EMI classrooms: Do learning motivation and academic self-efficacy matter?,” Learn Motiv, vol. 87, p. 101997, Aug. 2024, doi: 10.1016/j.lmot.2024.101997.

Z. An, C. Lai, and Z. Gan, “Motivation in self-directed use of technology for English learning among high, average, and low achievers,” System, vol. 115, p. 103051, Jul. 2023, doi: 10.1016/j.system.2023.103051.

G. N. Rios, K. G. Mendoza, H. M. Fabian, K. Reales, and D. del C. O. Pertuz, “Methodological strategies and techniques implemented by teachers in the teaching-learning process of English in Spanish-speaking students,” Procedia Comput Sci, vol. 231, pp. 508–513, 2024, doi: 10.1016/j.procs.2023.12.242.

E. O. Acquah and H. T. Katz, “Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review,” Comput Educ, vol. 143, p. 103667, Jan. 2020, doi: 10.1016/j.compedu.2019.103667.

A. Alsswey and Malakeh. Z. Malak, “Effect of using gamification of ‘Kahoot!’ as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students,” Learn Motiv, vol. 87, p. 101993, Aug. 2024, doi: 10.1016/j.lmot.2024.101993.

H.-T. Hung, J. C. Yang, G.-J. Hwang, H.-C. Chu, and C.-C. Wang, “A scoping review of research on digital game-based language learning,” Comput Educ, vol. 126, pp. 89–104, Nov. 2018, doi: 10.1016/j.compedu.2018.07.001.

Z. Xu, Z. Chen, L. Eutsler, Z. Geng, and A. Kogut, “A scoping review of digital game-based technology on English language learning,” Educational Technology Research and Development, vol. 68, no. 3, pp. 877–904, Jun. 2020, doi: 10.1007/s11423-019-09702-2.

D. Zou, Y. Huang, and H. Xie, “Digital game-based vocabulary learning: Where are we and where are we going?,” Comput Assist Lang Learn, vol. 34, no. 5–6, pp. 751–777, Jul. 2021, doi: 10.1080/09588221.2019.1640745.

C.-M. Chen, L. Ming-Chaun, and C.-P. Kuo, “A game-based learning system based on octalysis gamification framework to promote employees’ Japanese learning,” Comput Educ, vol. 205, p. 104899, Nov. 2023, doi: 10.1016/j.compedu.2023.104899.

X. Wu and L. Chen, “Investigating the contribution of student engagement and foreign language enjoyment to English majors’ TEM4-related positive emotions: A positive reinforcement perspective,” Learn Motiv, vol. 88, p. 102043, Nov. 2024, doi: 10.1016/j.lmot.2024.102043.

M. Chowdhury et al., “Digital game-based language learning for vocabulary development,” Computers and Education Open, vol. 6, p. 100160, Jun. 2024, doi: 10.1016/j.caeo.2024.100160.

M. Hofmeyr, “Attitudes towards digital game-based language learning among Japanese university students,” The JALT CALL Journal, vol. 19, no. 1, pp. 26–52, Mar. 2024, doi: 10.29140/jaltcall.v19n1.681.

R. Zhang and D. Zou, “Types, purposes, and effectiveness of state-of-the-art technologies for second and foreign language learning,” Comput Assist Lang Learn, vol. 35, no. 4, pp. 696–742, May 2022, doi: 10.1080/09588221.2020.1744666.

G. Vnucko, Z. Kralova, and A. Tirpakova, “Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students,” Heliyon, vol. 10, no. 13, p. e33301, Jul. 2024, doi: 10.1016/j.heliyon.2024.e33301.

S.-Y. Chen, J.-C. Tsai, S.-Y. Liu, and C.-Y. Chang, “The effect of a scientific board game on improving creative problem solving skills,” Think Skills Creat, vol. 41, p. 100921, Sep. 2021, doi: 10.1016/j.tsc.2021.100921.

M. M. McClelland, F. J. Morrison, and D. L. Holmes, “Children at risk for early academic problems: the role of learning-related social skills,” Early Child Res Q, vol. 15, no. 3, pp. 307–329, Sep. 2000, doi: 10.1016/S0885-2006(00)00069-7.

P. Baltzar, L. Hassan, and M. Turunen, “Social accessibility in multiplayer games: Theory and praxis,” Entertain Comput, vol. 47, p. 100592, Aug. 2023, doi: 10.1016/j.entcom.2023.100592.

C. Gao, F. Wang, and J. H. Danovitch, “Can touchscreens replace teachers? Chinese children’s character learning from a touchscreen-based app, video, or face-to-face instruction,” J Exp Child Psychol, vol. 244, p. 105961, Aug. 2024, doi: 10.1016/j.jecp.2024.105961.

Y. Qin, H. Cho, and L. Zhang, “Augmentation and displacement effects of multiplayer social network games: Examining the roles of social interactions and co-players’ identities,” Telematics and Informatics, vol. 59, p. 101558, Jun. 2021, doi: 10.1016/j.tele.2020.101558.

L. L. Ng, R. S. Azizie, and S. Y. Chew, “Factors influencing ESL players’ use of vocabulary learning strategies in massively multiplayer online role-playing games (MMORPG),” The Asia-Pacific Education Researcher, vol. 31, no. 4, pp. 369–381, Aug. 2022, doi: 10.1007/s40299-021-00578-6.

J. P. Zagal, M. Nussbaum, and R. Rosas, “A model to support the design of multiplayer games,” Presence: Teleoperators and Virtual Environments, vol. 9, no. 5, pp. 448–462, Oct. 2000, doi: 10.1162/105474600566943.

C.-H. Chen, C.-C. Shih, and V. Law, “The effects of competition in digital game-based learning (DGBL): A meta-analysis,” Educational Technology Research and Development, vol. 68, no. 4, pp. 1855–1873, Aug. 2020, doi: 10.1007/s11423-020-09794-1.

B. Barros Blanco, J. L. Triviño Rodriguez, M. Trella López, and J. Marco Rubio, “How do preschoolers interact with peers? Characterising child and group behaviour in games with tangible interfaces in school,” Int J Hum Comput Stud, vol. 165, p. 102849, Sep. 2022, doi: 10.1016/j.ijhcs.2022.102849.

S. Akyaman and E. Cem Alppay, “Effects of industrial design properties of game controllers on player experience,” Entertain Comput, vol. 50, p. 100687, May 2024, doi: 10.1016/j.entcom.2024.100687.

G. P. Mahardhika and M. Kamada, “Spider Board: Creative input device in digital game based language learning to improve students’ learning activity,” in International Conference on Network-Based Information Systems, 2024, pp. 485–494. doi: 10.1007/978-3-031-72325-4_48.

H. Korhonen and E. M. I. Koivisto, “Playability heuristics for mobile multi-player games,” in Proceedings of The 2nd International Conference on Digital Interactive media in Entertainment and Arts, New York, NY, USA: ACM, Sep. 2007, pp. 28–35. doi: 10.1145/1306813.1306828.

S. Moslemi Nezhad Arani, A. A. Zarei, and A. Sarani, “Factors impeding implementing CALL-based instruction: A mixed-methods study,” System, vol. 126, p. 103461, Nov. 2024, doi: 10.1016/j.system.2024.103461.

Y. Tian and L. Ou, “How do personality traits of college students affect their learning flow experience?,” Learn Motiv, vol. 83, p. 101917, Aug. 2023, doi: 10.1016/j.lmot.2023.101917.

E. Namaziandost and A. Rezai, “Interplay of academic emotion regulation, academic mindfulness, L2 learning experience, academic motivation, and learner autonomy in intelligent computer-assisted language learning: A study of EFL learners,” System, vol. 125, p. 103419, Oct. 2024, doi: 10.1016/j.system.2024.103419.

D.-H. Shin and K. Chung, “The effects of input modality and story-based knowledge on users’ game experience,” Comput Human Behav, vol. 68, pp. 180–189, Mar. 2017, doi: 10.1016/j.chb.2016.11.030.

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