IMPLEMENTATION OF GAME-BASED ENGLISH LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS USING GODOT ENGINE 4
DOI:
https://doi.org/10.31851/2fjhmj61Keywords:
Game-Based Learning, Student Perceptions, Godot Engine, English Vocabulary, Cognitive Load TheoryAbstract
The aim of this study was to investigate students’ perceptions of an interactive Game-Based Learning (GBL) application developed using Godot Engine 4, as well as to identify the challenges encountered during its implementation in the classroom. A mixed-methods research design was employed with 29 seventh-grade students as participants. Quantitative data were obtained through questionnaires, while qualitative data were gathered through semi-structured interviews. The quantitative findings revealed that students demonstrated highly favorable perceptions of the application, particularly in terms of their learning experience, as reflected in a positive response rate of 89.27%. In contrast, the Challenges in Using the Game dimension received a considerably lower positive response rate of 45.45%. Qualitative findings further indicated that students perceived the application as engaging, user-friendly, interactive, and accompanied by clear instructions. Nevertheless, several technical issues were identified, particularly occasional system freezing that disrupted the continuity of the learning process. Overall, the findings suggest that the Godot Engine 4-based GBL application provides a positive and engaging learning experience for English vocabulary instruction. However, further improvements to the application’s technical stability and performance are necessary to ensure more effective and seamless classroom implementation
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