Improvements In kindergarten Students’ Vocabulary Learning and Communication Skills Through Digital Game-Based Pedagogy

Abstract

The aim of the study was to explore how the digital game-based pedagogy can lead to improvement in the kindergarten students' vocabulary learning as well as communication skills. Accordingly, the study sought to solve the problems that young learners faced during their learning to give the opportunity to all teachers to choose the best method in teaching the English language taking into consideration individual differences. The study employed literature-based systematic review through cross-examination and comparison of relevant literature to address the study problems. The following were the key findings. The study found that digital game-based pedagogy makes it possible for pupils to learn at their own speed. Moreover, it improves kindergarten students' communication skills by facilitating and processing their input. The current findings indicate that digital games offer a contextualised learning environment that provides an alternative way of presenting the information by ensuring that kindergarten pupils acquire a wider range of vocabulary. The study has revealed that game-based pedagogy improves kindergarten learners' attentiveness; in as much as it is not directly linked to the learning process, it still accounts for certain attributes, such as commitments, that are necessary for children to succeed in games, thereby improving the learners’ attention under uncontrolled circumstances. The study has concluded that video games enhance practical learning skills that are necessary for the learners to communicate. In addition, the study has affirmed that most digital games promote sensitive listening in comprehending various actions as well as processes. Finally, as listening is a critical element of communication, digital game-based pedagogy enhances young learners’ communication hence improving educational outcomes.