Digital Games, Preschool Education, Game-Based Learning, Education Technology
Abstract
Preschool education plays a significant role in shaping the cognitive, social and emotional development of early childhood learners. The COVID-19 pandemic has led to a shift from traditional classrooms to online learning, which has accelerated the integration of game-based learning (GBL) in preschool settings. This exploratory case study examines the impact of digital games on the learning experiences of preschool children in a Malaysian preschool setting. Using a qualitative case study approach, data were collected through semi-structured interviews, direct observations and document analysis with two children, one teacher and one parent. The results suggest that digital games improve children’s digital literacy, motivation and problem-solving skills, especially in numeracy. Children showed increased engagement, concentration and emotional enjoyment during the game-based learning sessions. However, the study also identified several challenges, such as limited access to technology, technical difficulties, and the need for adult supervision. This study offers insights for educators, parents, and policymakers regarding the integration of digital tools in early childhood education. The limitations of this study include the small sample size, limitation to one preschool, and short follow-up period, which may affect the generalizability of the findings. Future studies should consider longitudinal studies with larger and more diverse samples. Despite its limitations, this study highlights the potential of digital games to support and enrich early childhood education in Malaysia, especially during periods of remote learning.ReferencesAbdulina, M. (2024). Enhancing the integration of information and communication technologies in preschool education: Pedagogical training for future teachers. E-Learning and Digital Media, 17(6), 342–359.Ahmad, N. H., & Zulkifli, M. N. A. (2022). 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