GAME CHOICES: PRE-SERVICE ENGLISH TEACHERS' PERCEPTIONS OF TRADITIONAL VS DIGITAL GAME-BASED LEARNING (DGBL) FOR PEER-TEACHING PRACTICES

Abstract

Game-based learning (GBL) is widely used to enhance student engagement and motivation in English language teaching. Yet, limited studies compare pre-service teachers’ perceptions of traditional and digital game-based learning (DGBL) approaches. Thus, this study explores the benefits, challenges, and preferences of 60 pre-service English teachers at UIN Sayyid Ali Rahmatullah Tulungagung regarding traditional games and DGBL in peer-teaching practices. A mixed-methods approach is used, with quantitative data showing traditional games scored a mean of 3.65 for promoting collaboration, while DGBL scored a mean of 3.89 for technological integration and interactivity. Qualitative findings reveal that while traditional games are appreciated for fostering social interaction and teamwork and offering a technology-free alternative, DGBL is valued for its ability to enhance engagement, provide real-time feedback, and integrate technological skills. However, challenges such as technical issues, resource limitations, and the need for advanced skills were highlighted for DGBL. The study suggests integrating both approaches in teacher training to address diverse learning needs and better prepare pre-service teachers for modern classrooms.