Effect of Digital Game-Based Learning Instructional Strategy on Achievement in English Vocabulary In Relation To Learning Style among Secondary School Students

Abstract This research investigated the effects of digital game-based learning instructional strategy on achievement in English vocabulary in relation to learning style among secondary school students.This study uses an experimental design which involves two groups; one group is taught through digital game-based learning (DGBL) instructional strategy while another group is taught through conventional method. The participants consisted of 260 students of IX grade from secondary school (CBSE), from district Amritsar,selected via random sampling. The total of 130 students from the experimental group experienced DGBL method while 130 other students from the controlled group experienced conventional method. The research instruments included an achievement test in English vocabulary (developed by investigator), 15 lesson plans based on digital game-based instructional strategy, and learning style inventory by Mishra (2012). The t-test, One-Way ANOVA, and Two-Way ANOVA analyses were used to analyze the quantitative data. The results revealed that there were achievement in English vocabulary of the group taught through digital game-based learning instructional strategy was higher than the group taught through conventional method. Further, no differences was revealed in achievement in English vocabulary with respect to learning styles. In addition, the study also revealed no interaction between digital game-based learning instructional strategy and learning styles on achievement in English vocabulary. The study supports integration of digital game-based learning in school curricula, particularly in English language instruction, to promote interactive and student-centered classrooms