Effects of Digital and Non-Digital Game-Based Instruction on Vocabulary Acquisition Among Thai Secondary School Learners

This study investigated the effects of digital game-based learning (DGBL) and non-digital game-based learning (NDGBL) on vocabulary acquisition among Thai secondary school EFL learners. A quasi-experimental design was employed with 75 seventh-grade students from two intact classes, assigned to either a digital or a non-digital game-based instructional group. Vocabulary knowledge was measured across four dimensions: receptive recognition, receptive recall, productive recognition, and productive recall. Pre- and post-test data were analysed to assess vocabulary acquisition. The findings revealed that both instructional approaches significantly improved learners’ receptive and productive vocabulary knowledge of form-meaning connections. No statistically significant differences were found between the two instructional modes, suggesting comparable usefulness. Furthermore, results across test types demonstrated a clear developmental progression from receptive recognition to productive recall, reinforcing the view that vocabulary acquisition is incremental and multidimensional. The questionnaire results further indicated that students held positive perceptions of both approaches, particularly regarding engagement, enjoyment, and their usefulness in strengthening form-meaning connections. This study offers substantial evidence that both digital and non-digital game-based learning are effective, learner-centred methodologies for improving vocabulary knowledge and retention in EFL contexts. The findings also suggest that the game-based instruction influences learning outcomes more than the technological medium per se; therefore, teaching strategies with efficient values can be implemented regardless of whether the games are digital or non-digital.