Keywords
Learning Disabilities
Vocabulary Knowledge
Student Engagement
Special Education
Abstract
This study examines the effectiveness of Digital Game-Based Learning (DGBL) in enhancing vocabulary acquisition and student engagement among lower primary students with learning disabilities. Four students aged 7 to 9 years, with Malay and English as primary languages, participated in the study. All were diagnosed with either autism spectrum disorder (ASD) or attention deficit hyperactivity disorder (ADHD), with comorbid dyslexia, and each had an Individualised Education Plan (IEP). An action research design incorporating pre- and post-assessments was employed using the Vocabulary Knowledge Scale (VKS) and the Student Engagement Observation Checklist (SEOC). Two interactive games from Games to Learn English, aligned with the KSSR syllabus, were implemented over two weeks. Results showed a significant improvement in vocabulary acquisition, with 75% of participants reaching the highest competency level on the VKS (M = 4). A paired samples t-test revealed a statistically significant difference between pre- and post-test scores (t = -8.081, p < .001). Engagement levels varied, with some students demonstrating increased focus, while others were distracted due to behavioral variability. Findings support DGBL as an effective strategy for vocabulary development in learners with disabilities. Future research should explore long-term retention, adaptive scaffolding, and scalability across diverse educational settings.
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