Effect of traditional games on learning interest among english education undergraduates: a one-group pretest– posttest study

Abstract

Background: Traditional games may increase students' engagement in active learning, but evidence among university students is limited. Objective: To evaluate the effect of a traditional game-based intervention on learning interest among English Education undergraduates. Methods: One-group pretest–posttest study with N = 40 undergraduate students. The intervention consisted of 14 sessions of traditional games (fortification, gobak sodor, boy-boyan). Learning interest was measured using a 4-point Likert questionnaire (30 items; source/validated instrument 0.95). Data were analyzed with paired t-test (or Wilcoxon if normality of differences violated); effect size (Cohen's d) and 95% CI were calculated. Ethics approval and informed consent were obtained. Results: Mean learning-interest score increased from 64.43 (SD = 5.18) to 86.95 (SD = 5.73). Paired t-test showed a significant increase (mean diff = 22.52, 95% CI [-23.90, -21.15], t (39) = -33.16, p < 0.001. Conclusion: The traditional-game intervention substantially increased students' learning interest. Recommended: future randomized controlled or quasi-experimental studies, with larger samples and validated instruments, to confirm causality