The Role of Video Games in Improving English Vocabulary Mastery Among Elementary School Children: A Quasi-Experimental Study

Abstract

This quasi-experimental study examines the impact of video game–based instruction on English vocabulary mastery among fourth-grade students at Al-Fattah Primary School for Boys in Saudi Arabia. A total of 50 students participated, equally divided into experimental and control groups. Over an eight-week intervention during the second semester of the 2024 academic year, the experimental group was exposed to vocabulary instruction through interactive educational video games, while the control group received conventional instruction. Data were collected via a researcher-developed Vocabulary Achievement Test (VAT), and analyzed using both descriptive and inferential statistics. Findings indicate that the experimental group achieved significantly greater gains in vocabulary knowledge compared to the control group. Paired- and independent-samples t-tests confirmed the statistical significance of these results, and effect size calculations highlighted a strong impact of the game-based approach. These outcomes underscore the pedagogical value of incorporating digital games into EFL instruction at the elementary level. The study offers theoretical and practical implications for language educators, curriculum designers, and policy stakeholders in integrating game-enhanced strategies to foster vocabulary acquisition in young learners.