Unlocking the Power of Digital Games in Arabic Language Acquisition: A Meta-Analysis Across Educational Levels
Main Article Content
Abstract
This study examines the effect of digital game-based learning (DGBL) on Arabic language acquisition and the moderating role of school level. Although digital games are increasingly used in education, their impact across grade levels remains underexplored. The study aims to measure the effect size of digital games on Arabic learning outcomes at different school levels and to determine whether these levels shape the effectiveness of DGBL. A meta-analysis of 19 studies was conducted to assess the impact. The results show that digital games significantly improve Arabic language acquisition, with the strongest effects at the Junior High School level, followed by University and Junior High School. Primary School learners show a smaller but still positive effect. These findings indicate that older learners gain more from digital games, likely due to greater cognitive maturity and familiarity with digital tools. This study contributes to research on digital learning by demonstrating how age and educational context influence DGBL outcomes. However, the study is limited by the small number of included studies and its focus on Arabic. Future research should explore other subjects and evaluate long-term outcomes of digital game-based learning in diverse settings.
Article Details
How to Cite
ABDULLAH, Muhammad Yahya et al.
Unlocking the Power of Digital Games in Arabic Language Acquisition: A Meta-Analysis Across Educational Levels.
Proceeding of International Conference on Islamic Education (ICIED), [S.l.], v. 10, n. 1, p. 622-631, dec. 2025.
ISSN 2613-9804.
Available at: <https://conferences.uin-malang.ac.id/index.php/icied/article/view/3640>. Date accessed: 03 feb. 2026.
doi: https://doi.org/10.18860/icied.v10i1.3640.
Section
Articles
References
Al-Mashaqbeh, I., & Al Shurman, M. (2015). The Adoption of Tablet and E-Textbooks: First Grade Core Curriculum and School Administration Attitude. Journal of Education and Practice, 6(21), 188–194.
Al-Mashaqbeh, I., & Neama, M. (2015). The Effect of Computerized Instructional Program in the Intermediate First Grade Students Achievement in Arabic Language Grammar in Iraq. Journal of Education and Practice, 6(32), 21–26.
Al-Nawaisah, F. K. (2022). The Impact of Using Computer Games and Educational Programs on the Achievement and Growth of Creative Thinking among First-Grade Students in Arabic Language Course in Al-Karak. Britain International of Humanities and Social Sciences (BIoHS) Journal, 4(3), Article 3. https://doi.org/10.33258/biohs.v4i3.769
Amzalag, M., Kadusi, D., & Peretz, S. (2024). Enhancing Academic Achievement and Engagement Through Digital Game-Based Learning: An Empirical Study on Middle School Students. Journal of Educational Computing Research, 62(5), 989–1013. https://doi.org/10.1177/07356331241236937
Aziz, A. N., Subiyanto, S., & Harlanu, M. (2018). Effects of the Digital Game-Based Learning (DGBL) on Students Academic Performance in Arabic Learning at Sambas Purbalingga. KARSA Journal of Social and Islamic Culture, 26(1), Article 1. https://doi.org/10.19105/karsa.v26i1.1518
Bakry, M. S., & Alsamadani, H. A. (2015). Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development. Procedia - Social and Behavioral Sciences, 182, 89–97. https://doi.org/10.1016/j.sbspro.2015.04.742
Buck, R. J., Fieberg, J., & Larkin, D. J. (2022). The use of weighted averages of Hedges’ d in meta‐analysis: Is it worth it? Methods in Ecology and Evolution, 13(5), 1093–1105. https://doi.org/10.1111/2041-210X.13818
Chen, M.-H., Tseng, W.-T., & Hsiao, T.-Y. (2018). The effectiveness of digital game-based vocabulary learning: A framework-based view of meta-analysis. British Journal of Educational Technology, 49(1), 69–77. https://doi.org/10.1111/bjet.12526
Chugh, R., Turnbull, D., Cowling, M. A., Vanderburg, R., & Vanderburg, M. A. (2023). Implementing educational technology in Higher Education Institutions: A review of technologies, stakeholder perceptions, frameworks and metrics. Education and Information Technologies, 28(12), 16403–16429. https://doi.org/10.1007/s10639-023-11846-x
Daud, W. A. A. W., Ghani, M. T. A., & Zuhar, N. A. B. (2024). Student’s Perceptions Towards Learning Arabic Language Through Digital Game. Ijaz Arabi Journal of Arabic Learning, 7(3), Article 3. https://doi.org/10.18860/ijazarabi.v7i3.27873
Dixon, D. H., Dixon, T., & Jordan, E. (2022). Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis. https://doi.org/10.64152/10125/73464
Eltahir, Mohd. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26(3), 3251–3278. https://doi.org/10.1007/s10639-020-10396-w
Fajaruddin, S., Retnawati, H., Setiawan, C., Apino, E., Arlinwibowo, J., & Rachman, D. (2024). Technology’s impact on language learning: Meta-analysis on variables and effectiveness. Journal of Education and Learning (EduLearn), 18(2), Article 2. https://doi.org/10.11591/edulearn.v18i2.21119
Forrest, A., Buchan, D., Sculthorpe, N., Hayes, L., & Robinson, S. (2025). School-Based Homework Interventions for Improving 24-hour Movement Behaviours in Primary School Children: A Systematic Review and Meta-Analysis. Sports Medicine - Open, 11(1), 94. https://doi.org/10.1186/s40798-025-00898-7
Ghani, M. T. A., Hamzah, M., Daud, W. A. A. W., & Romli, T. R. M. (2022). The Impact of Mobile Digital Game in Learning Arabic Language at Tertiary Level. Contemporary Educational Technology, 14(1), ep344. https://doi.org/10.30935/cedtech/11480
Hakim, M. K. bin A. (2019). Multimedia and Critical Thinking on Arabic Guided Writing Learning. Dinamika Ilmu, 19(2), Article 2. https://doi.org/10.21093/di.v19i2.1568
Hamzah, M., Taufiq, M., Ghani, A., Daud, W. A. A. W., & Ramli, S. (2019). Digital Game-based Learning as an Innovation to Enhance Student’s Achievement for Arabic Language Classroom. International Journal of Recent Technology and Engineering (IJRTE), 8(3), 2108–2112. https://doi.org/10.35940/ijrte.C4554.098319
Hejaili, A. A., & Newbury, P. (2023). LAA: Learn the Arabic Alphabet: Integrating Gamification Elements with Touchscreen Based Application to Enhance the Understanding of the Arabic Letters Forms. Electronic Journal of E-Learning, 21(4), Article 4. https://doi.org/10.34190/ejel.21.4.3043
Huedo-Medina, T. B., Sánchez-Meca, J., Marín-Martínez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistic or I2 index? Psychological Methods, 11(2), 193–206. https://doi.org/10.1037/1082-989X.11.2.193
Hula, I. R. N., Arrashedy, Y. A. M. G., Lahay, M., Miolo, M. I., Damhuri, D., & Sakka, A. (2024). The Impact of the Quizlet App on Students’ Mufradât Mastery: An Experimental Study. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 12(2), 247–262. https://doi.org/10.23971/altarib.v12i2.8975
Ismail, fahd khalaf A.-A. (2018). The Effectiveness of Instrucational E Games in Developing Written Expression Skills by Teaching Grammatical Rules to Prep Students. مجلة البحوث في مجالات التربية النوعية, 4(17), 31–58. https://doi.org/10.21608/jedu.2018.107849
Kadullah, N. F., Abdullah, A., & Mooduto, D. (2023). The Effect of Word Wall Application on the Interest in Learning Arabic Language of Students in Class VIII MTS.N 3 Kab.Gorontalo. Al-Kalim : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 2(1), Article 1. https://doi.org/10.60040/jak.v2i1.19
Katz, R. L., Felix, M., & Gubernick, M. (2014). Technology and adolescents: Perspectives on the things to come. Education and Information Technologies, 19(4), 863–886. https://doi.org/10.1007/s10639-013-9258-8
Krystalli, P., & Arvanitis, P. (2024). Serious Games and Gamification in Foreign Language Learning: Trends and Challenges (2015-2024) Analyzed Through Text Analysis Techniques. European Journal of Education, 7(2), 143–158. https://doi.org/10.26417/gqsf6258
Langan, D., Higgins, J. P. T., & Simmonds, M. (2015). An empirical comparison of heterogeneity variance estimators in 12 894 meta-analyses. Research Synthesis Methods, 6(2), 195–205. https://doi.org/10.1002/jrsm.1140
Lin, L., & Aloe, A. M. (2021). Evaluation of various estimators for standardized mean difference in meta-analysis. Statistics in Medicine, 40(2), 403–426. https://doi.org/10.1002/sim.8781
Mohammed, T. A. S., Assam, B. N., & Saidi, M. (2020). The Use of Web 2.0 Tools in the Foreign Language Classroom. Journal of Educational and Social Research, 10(2), Article 2. https://doi.org/10.36941/jesr-2020-0037
Al-Mashaqbeh, I., & Neama, M. (2015). The Effect of Computerized Instructional Program in the Intermediate First Grade Students Achievement in Arabic Language Grammar in Iraq. Journal of Education and Practice, 6(32), 21–26.
Al-Nawaisah, F. K. (2022). The Impact of Using Computer Games and Educational Programs on the Achievement and Growth of Creative Thinking among First-Grade Students in Arabic Language Course in Al-Karak. Britain International of Humanities and Social Sciences (BIoHS) Journal, 4(3), Article 3. https://doi.org/10.33258/biohs.v4i3.769
Amzalag, M., Kadusi, D., & Peretz, S. (2024). Enhancing Academic Achievement and Engagement Through Digital Game-Based Learning: An Empirical Study on Middle School Students. Journal of Educational Computing Research, 62(5), 989–1013. https://doi.org/10.1177/07356331241236937
Aziz, A. N., Subiyanto, S., & Harlanu, M. (2018). Effects of the Digital Game-Based Learning (DGBL) on Students Academic Performance in Arabic Learning at Sambas Purbalingga. KARSA Journal of Social and Islamic Culture, 26(1), Article 1. https://doi.org/10.19105/karsa.v26i1.1518
Bakry, M. S., & Alsamadani, H. A. (2015). Improving the Persuasive Essay Writing of Students of Arabic as a Foreign Language (AFL): Effects of Self-Regulated Strategy Development. Procedia - Social and Behavioral Sciences, 182, 89–97. https://doi.org/10.1016/j.sbspro.2015.04.742
Buck, R. J., Fieberg, J., & Larkin, D. J. (2022). The use of weighted averages of Hedges’ d in meta‐analysis: Is it worth it? Methods in Ecology and Evolution, 13(5), 1093–1105. https://doi.org/10.1111/2041-210X.13818
Chen, M.-H., Tseng, W.-T., & Hsiao, T.-Y. (2018). The effectiveness of digital game-based vocabulary learning: A framework-based view of meta-analysis. British Journal of Educational Technology, 49(1), 69–77. https://doi.org/10.1111/bjet.12526
Chugh, R., Turnbull, D., Cowling, M. A., Vanderburg, R., & Vanderburg, M. A. (2023). Implementing educational technology in Higher Education Institutions: A review of technologies, stakeholder perceptions, frameworks and metrics. Education and Information Technologies, 28(12), 16403–16429. https://doi.org/10.1007/s10639-023-11846-x
Daud, W. A. A. W., Ghani, M. T. A., & Zuhar, N. A. B. (2024). Student’s Perceptions Towards Learning Arabic Language Through Digital Game. Ijaz Arabi Journal of Arabic Learning, 7(3), Article 3. https://doi.org/10.18860/ijazarabi.v7i3.27873
Dixon, D. H., Dixon, T., & Jordan, E. (2022). Second language (L2) gains through digital game-based language learning (DGBLL): A meta-analysis. https://doi.org/10.64152/10125/73464
Eltahir, Mohd. E., Alsalhi, N. R., Al-Qatawneh, S., AlQudah, H. A., & Jaradat, M. (2021). The impact of game-based learning (GBL) on students’ motivation, engagement and academic performance on an Arabic language grammar course in higher education. Education and Information Technologies, 26(3), 3251–3278. https://doi.org/10.1007/s10639-020-10396-w
Fajaruddin, S., Retnawati, H., Setiawan, C., Apino, E., Arlinwibowo, J., & Rachman, D. (2024). Technology’s impact on language learning: Meta-analysis on variables and effectiveness. Journal of Education and Learning (EduLearn), 18(2), Article 2. https://doi.org/10.11591/edulearn.v18i2.21119
Forrest, A., Buchan, D., Sculthorpe, N., Hayes, L., & Robinson, S. (2025). School-Based Homework Interventions for Improving 24-hour Movement Behaviours in Primary School Children: A Systematic Review and Meta-Analysis. Sports Medicine - Open, 11(1), 94. https://doi.org/10.1186/s40798-025-00898-7
Ghani, M. T. A., Hamzah, M., Daud, W. A. A. W., & Romli, T. R. M. (2022). The Impact of Mobile Digital Game in Learning Arabic Language at Tertiary Level. Contemporary Educational Technology, 14(1), ep344. https://doi.org/10.30935/cedtech/11480
Hakim, M. K. bin A. (2019). Multimedia and Critical Thinking on Arabic Guided Writing Learning. Dinamika Ilmu, 19(2), Article 2. https://doi.org/10.21093/di.v19i2.1568
Hamzah, M., Taufiq, M., Ghani, A., Daud, W. A. A. W., & Ramli, S. (2019). Digital Game-based Learning as an Innovation to Enhance Student’s Achievement for Arabic Language Classroom. International Journal of Recent Technology and Engineering (IJRTE), 8(3), 2108–2112. https://doi.org/10.35940/ijrte.C4554.098319
Hejaili, A. A., & Newbury, P. (2023). LAA: Learn the Arabic Alphabet: Integrating Gamification Elements with Touchscreen Based Application to Enhance the Understanding of the Arabic Letters Forms. Electronic Journal of E-Learning, 21(4), Article 4. https://doi.org/10.34190/ejel.21.4.3043
Huedo-Medina, T. B., Sánchez-Meca, J., Marín-Martínez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q statistic or I2 index? Psychological Methods, 11(2), 193–206. https://doi.org/10.1037/1082-989X.11.2.193
Hula, I. R. N., Arrashedy, Y. A. M. G., Lahay, M., Miolo, M. I., Damhuri, D., & Sakka, A. (2024). The Impact of the Quizlet App on Students’ Mufradât Mastery: An Experimental Study. Al-Ta’rib : Jurnal Ilmiah Program Studi Pendidikan Bahasa Arab IAIN Palangka Raya, 12(2), 247–262. https://doi.org/10.23971/altarib.v12i2.8975
Ismail, fahd khalaf A.-A. (2018). The Effectiveness of Instrucational E Games in Developing Written Expression Skills by Teaching Grammatical Rules to Prep Students. مجلة البحوث في مجالات التربية النوعية, 4(17), 31–58. https://doi.org/10.21608/jedu.2018.107849
Kadullah, N. F., Abdullah, A., & Mooduto, D. (2023). The Effect of Word Wall Application on the Interest in Learning Arabic Language of Students in Class VIII MTS.N 3 Kab.Gorontalo. Al-Kalim : Jurnal Pendidikan Bahasa Arab Dan Kebahasaaraban, 2(1), Article 1. https://doi.org/10.60040/jak.v2i1.19
Katz, R. L., Felix, M., & Gubernick, M. (2014). Technology and adolescents: Perspectives on the things to come. Education and Information Technologies, 19(4), 863–886. https://doi.org/10.1007/s10639-013-9258-8
Krystalli, P., & Arvanitis, P. (2024). Serious Games and Gamification in Foreign Language Learning: Trends and Challenges (2015-2024) Analyzed Through Text Analysis Techniques. European Journal of Education, 7(2), 143–158. https://doi.org/10.26417/gqsf6258
Langan, D., Higgins, J. P. T., & Simmonds, M. (2015). An empirical comparison of heterogeneity variance estimators in 12 894 meta-analyses. Research Synthesis Methods, 6(2), 195–205. https://doi.org/10.1002/jrsm.1140
Lin, L., & Aloe, A. M. (2021). Evaluation of various estimators for standardized mean difference in meta-analysis. Statistics in Medicine, 40(2), 403–426. https://doi.org/10.1002/sim.8781
Mohammed, T. A. S., Assam, B. N., & Saidi, M. (2020). The Use of Web 2.0 Tools in the Foreign Language Classroom. Journal of Educational and Social Research, 10(2), Article 2. https://doi.org/10.36941/jesr-2020-0037