DIGITAL GAME-BASED LEARNING IN EFL CLASSROOM: STUDENT’S PERCEPTION
Keywords:
Digital Game-Based Learning, EFL Classroom, Student’s PerceptionAbstract
English as a Foreign Language (EFL) instruction still faces challenges in creating engaging lessons that actively involve students. Digital Game-Based Learning is an approach that integrates digital games to support learning through audio and visual elements. This study aims to examine student perceptions regarding the implementation of Digital Game-Based Learning in EFL instruction, specifically focusing on auditory and visual aspects. This study employs a qualitative method using a case study approach. The participants consisted of five students selected via purposive sampling who engaged in English lessons utilizing Digital Game-Based Learning. Data were collected through semi-structured interviews and analyzed using thematic analysis to identify and interpret themes emerging from student responses. The findings indicate that the implementation of Digital Game-Based Learning provides a positive learning experience, with student perceptions encompassing two key aspects: auditory and visual perception. The results demonstrate that Digital Game-Based Learning helps students comprehend English language information through audio and visual stimuli. Elements such as rules, goals, interaction, challenges, and feedback enhance student attention and active participation. From an auditory perspective, games assist students in focusing on and retaining spoken information, while visually, they aid in recognizing and understanding information through images. Digital Game-Based Learning fosters an enjoyable learning experience and promotes student engagement through auditory and visual perception.
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