The effect of game-based learning on high school learners' motivation toward learning vocabulary

While existing research on Game-Based Learning (GBL) predominantly emphasizes digital games, the potential of non-digital games which can boost face-to-face interaction, foster collaborative learning, and require fewer technological resources, remains underexplored. This study seeks to address this gap by investigating how non-digital game-based learning activities influence high school students' motivation toward vocabulary acquisition within the context of a public school in Türkiye. Both qualitative and quantitative data were employed to provide statistical generalizations and to gain insights into learner motivation. Quantitative data were collected through a pre- and post-test questionnaire using Likert-scale items on vocabulary learning motivation, as well as classroom observations to examine changes in students' responses before and after the implementation of GBL activities. Qualitative data were gathered through semi-structured interviews, researcher diaries and classroom observations. Twelve classroom observations, one class hour per week, were conducted over six weeks during the 2024-2025 academic year. A total of 64 students participated in the quantitative phase of the study, while 15 students took part in the qualitative phase. The findings of the study revealed that non-digital game based learning activities increased most students' motivation and made vocabulary learning more enjoyable. Overall, the findings of the study suggest that integrating games into language classrooms might slightly enhance students' motivation and support vocabulary development. Key Words: Non-digital games, Vocabulary Learning, Motivation, Game-Based Learning