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<p>The integration of game-based learning (GBL) into vocational education remains under-explored, and this research aims to explore the impact of a GBL module on learner achievement, foreign language enjoyment and learner autonomy based on the theoretical framework of Flow Theory. The quasi-experimental mixed-method design was adopted with an experimental group (60 students) and a control group (66 students). After the six-week intervention, the quantitative results revealed that the GBL module significantly enhanced learner achievement and foreign language enjoyment, but no statistical difference was observed in terms of learner autonomy. The qualitative findings highlighted the strengths of the GBL module in enhancing language skills, facilitating flexible and personalized learning, and also underscored the weaknesses such as insufficient game features and technological issues. These findings not only operationalized the Flow Theory to develop a GBL module tailored to the vocational language learning, but also provided empirical evidence for the potential of game-based learning to foster cognitive, affective and behavioral learning outcomes in the vocational setting.</p>

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Incorporating game-based language learning into vocational education: a quasi-experimental study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月20日

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  • Jing Zhang,
  • Siti Zuraidah Md Osman

摘要

The integration of game-based learning (GBL) into vocational education remains under-explored, and this research aims to explore the impact of a GBL module on learner achievement, foreign language enjoyment and learner autonomy based on the theoretical framework of Flow Theory. The quasi-experimental mixed-method design was adopted with an experimental group (60 students) and a control group (66 students). After the six-week intervention, the quantitative results revealed that the GBL module significantly enhanced learner achievement and foreign language enjoyment, but no statistical difference was observed in terms of learner autonomy. The qualitative findings highlighted the strengths of the GBL module in enhancing language skills, facilitating flexible and personalized learning, and also underscored the weaknesses such as insufficient game features and technological issues. These findings not only operationalized the Flow Theory to develop a GBL module tailored to the vocational language learning, but also provided empirical evidence for the potential of game-based learning to foster cognitive, affective and behavioral learning outcomes in the vocational setting.