Digital Game-Based Learning in Higher Education: ESL Teachers and Students Perceptions

Abstract

Digital game-based learning (DGBL) is a new approach in educational settings that aims to engage students, encourage curiosity, and provide a versatile learning experience. It has been integrated into educational settings due to the widespread use of digital games by students. This study examines the perceptions of integrating digital games into English as a Second Language (ESL) classroom among 89 second-year engineering students and 11 teachers at a private university in Chennai, India. Employing a mixed-methods research design, data were collected and analyzed using SPSS software. Unlike previous studies that focus solely on the positive aspects of DGBL, this research highlights both the benefits and potential drawbacks of integrating digital games into English language education. By comparing teachers’ and students’ perspectives, the findings emphasize the importance of careful selection and integration of digital games and reveal significant insights into the cognitive, affective, and social aspects of digital game-based language learning. These insights are crucial for guiding policy decisions, instructional practices, and resource development in language education. The study underscores the value of digital games as innovative educational tools and advocates for their thoughtful adoption of digital and technology-based teaching and learning in 21st-century in ELT practices can enhance multidisciplinary skill development.