Effectiveness of Digital Game-Based Learning on Academic Achievement in an English Grammar Lesson Among Chinese Secondary School Students

Abstract

Previous studies have proven that the widespread implementation of digital game-based learning (DGBL) in educational practice can be potentially beneficial. To date, however, far too scant attention has been paid to its efficacy in English grammar learning in China. Therefore, the principal objective of this study was to examine the effectiveness of DGBL on Chinese secondary school students’ academic performance in English Grammar study. This research adopted a quasi-experimental design, and the samples consisted of 98 students from two first-grade classes at a public high school in Guangzhou. They were divided into an experimental group (n=49) and a control group (n=49), which received the DGBL and non-DGBL methods, respectively. As a formative assessment approach in the lecture, this research utilized Wordwall.net, a unique digital game-based online assessment instrument. The quantitative data was collected and compared in both groups. The results revealed significant statistical differences between the two groups, suggesting that DGBL was an efficacious tool for enhancing Chinese high school students’ academic performance in grammar learning. The presented findings can contribute to the further development of DGBL and provide instructional implications for grammar learning.