The Effect of Digital Game-Based Learning on Business Students’ Logistics Vocabulary Knowledge and Attitudes

Information from the abstract

This study examined the effects of Digital Game-Based Learning (DGBL) on business students’ logistics vocabulary knowledge and their attitudes toward this instructional approach. A mixed-methods design was employed with 36 undergraduate students in a logistics-related ESP course. Quantitative data were collected through pretests, posttests, and an attitude questionnaire, while qualitative insights were gathered via focus group discussions. The paired-samples t-test indicated that posttest scores (M = 29.03) were significantly higher than pretest scores (M = 21.97), with a large effect size, t (35) = 7.48, p < .001, d = 1.24, demonstrating substantial improvement in vocabulary acquisition. Students reported highly positive attitudes across cognitive, affective, and behavioral dimensions, with the highest mean observed in the affective domain (M = 4.38). Qualitative findings revealed that DGBL fostered engagement, motivation, and self-directed retention through repeated exposure and interactive competition, although limited gains were noted for oral skills. These integrated findings provide triangulated evidence supporting DGBL’s effectiveness in specialized ESP contexts. The study underscores the value of game-based interventions for enhancing domain-specific competence and fostering learner autonomy within business education.

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Related topics: Educational Games and Gamification · Second Language Learning and Teaching · E-Learning and COVID-19