Can Game-Based Learning Enhance Students’ English Learning Motivation and Outcome in Higher Education?

Abstract

The international community has devoted substantial resources to advancing Sustainable Development Goal 4—Quality Education—but achievement gaps persist. In English as a foreign language (EFL) setting, vocabulary acquisition is often regarded as a tedious task. Game-based learning in playful narratives and rule-based interactions has established the premise of enhancing undergraduates’ learning outcomes and motivation; thus, it may also enhance learning outcomes and motivation among students. This study examines the impact of game-based learning on students’ learning outcomes and motivation compared to that of a lecture-based learning context. It also aims to explore the impact of demographic factors, such as gender and prior English proficiency. There are 129 participants: 42 male and 87 female. To ensure that all students benefit from the GBL environment, we explored their demographic background, including their prior English proficiency and gender. The results showed that students had greater gains in the GBL environment, especially those with lower English proficiency. The study finds a gender preference for game types, as well as an association between students’ satisfaction and confidence. The results indicated that integrating board games into English instruction can enhance undergraduates’ motivation and learning outcomes. A game-based context can enhance students’ motivation and learning outcomes regardless of their gender or prior English proficiency.