PEDAGOGY IN TRANSITION - ASSESSING THE EFFICACY AND IMPLEMENTATION REALITIES OF DIGITAL PLAY-BASED LEARNING IN MALAYSIA - DR AZHARI

Abstract

This study investigates the effectiveness of digital play-based learning (DPBL) on emergent literacy outcomes among preschool children in Malaysian private preschools. Guided by sociocultural learning theory, the study employed a convergent mixed-methods design involving a quasi-experimental literacy intervention (n = 84 children) and qualitative interviews with six preschool teachers. Quantitative findings show that the DPBL group achieved significantly higher gains in phonological awareness (p < .01, d = 0.71) and vocabulary (p < .05, d = 0.54) compared to the control group using traditional worksheets. Qualitative analysis revealed three themes: (a) digital play increases engagement and sustained attention, (b) multimodal activities support differentiated learning, and (c) teachers require greater digital-pedagogical competence. Integrated findings suggest that DPBL enhances early literacy when accompanied by intentional teacher scaffolding. The study recommends the development of a national digital pedagogy framework for early childhood education aligned with Malaysia MADANI and the Digital Education Policy (DEP).