From classroom to castle : the effectiveness of interactive games for learning Maltese prepositions

Abstract

Game-based learning has been gaining popularity as a pedagogical approach in higher education. This study aimed to investigate the impact and effectiveness of game-based learning in higher education, specifically focusing on the interactive game The Mdina Castle’s Treasure Quest for international adult learners’ acquisition of Maltese prepositions. This study employed an experimental group that received instruction about Maltese prepositions through the game-based learning platform using The Mdina Castle’s Treasure Quest and a control group that received traditional lecture-based instruction from the same teacher. The experimental group consisted of 32 international adult students who embarked on the quest to find the hidden medieval gold coin treasure in the sprawling grand halls, underground secret chambers, and defensive towers of Mdina Castle. On the other hand, the control group comprised 31 adult students who received conventional classroom instruction. The results showed that the game-based learning group outperformed the control group significantly in post-instruction assessment about Maltese prepositions. The game-based learning group also reported higher engagement, motivation, and positive attitudes toward learning prepositions. This study provides evidence supporting the benefits of interactive games for language learning in adult learners, emphasizing the value of immersive learning experiences and offering insights into effective game-based language learning in higher education.