LingoActive 2.0: Transforming Italian Grammar Learning through Interactive Play and Physical Exercise
Authors
Faculty of Sports Science and Recreation, UiTM Samarahan Sarawak, Malaysia (Malaysia)
Academy of Language Studies, UiTM Shah Alam Selangor, Malaysia (Malaysia)
Faculty of Sports Science and Recreation, UiTM Samarahan Sarawak, Malaysia (Malaysia)
Faculty of Sports Science and Recreation, UiTM Samarahan Sarawak, Malaysia (Malaysia)
Faculty of Sports Science and Recreation, UiTM Samarahan Sarawak, Malaysia (Malaysia)
Faculty of Sports Science and Recreation, UiTM Samarahan Sarawak, Malaysia (Malaysia)
Article Information
DOI: 10.47772/IJRISS.2025.925ILEIID000046
Subject Category: Education
Volume/Issue: 9/25 | Page No: 253-257
Publication Timeline
Submitted: 2025-09-23
Accepted: 2025-09-30
Published: 2025-11-05
Abstract
In today’s fast-paced digital era, integrating education, physical activity, and entertainment is essential. Lingo Active 2.0 builds on the success of its award-winning predecessor, LingoActive 1.0 (Gold Medal, i-SPIKE 2023), by retaining its interactive, game-based approach while focusing more on fundamental Italian grammar, including nouns, plurals, and the verb “to be.” Designed for UiTM students in Basic Italian Level 1 (TIC401), the tool addresses common challenges in recalling grammar and vocabulary. A semester survey and exam results showed significant improvements: of 54 students, 85% scored A range (A+, A, A-), confirming its effectiveness. Players progress by answering grammar-based questions while performing physical exercises, creating a fun, holistic learning experience that strengthens both mind and body. Building on this success, future efforts for LingoActive 3.0 will focus on digitalizing the board game into a mobile application, making learning more accessible, trendy, and convenient while ensuring long-term engagement and language retention.
Keywords
Educational innovation, Game-based learning
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References
1. Blumberg, F. C., & Randall, J. D. (2021). Interactive learning and the role of digital games. Current Opinion in Behavioral Sciences, 36, 100–105. [Google Scholar] [Crossref]
2. López-Belmonte, J., Segura-Robles, A., Fuentes-Cabrera, A., & Pozo-Sánchez, S. (2022). Educational games and sustainable active learning: Examining the effects on learning performance, engagement, and motivation in high school students. Sustainability, 14(3), 1173. [Google Scholar] [Crossref]
3. Moro, C., Phelps, C., & Redmond, P. (2022). The effectiveness of game-based learning for medical education: A systematic review. Virtual Reality, 26, 231– 247. [Google Scholar] [Crossref]
4. Nichols, T., & Patel, K. (2023). Physical activity and its impact on cognitive function in educational settings: A systematic review. International Journal of Educational Research, 117, 101032. [Google Scholar] [Crossref]
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