Development of A-Smart Lu’bah: An Arabic Language Gamification for Teaching Grammar Based on Sentence Pattern Formula Modules

Development of A-Smart Lu’bah: An Arabic Language Gamification for Teaching Grammar Based on Sentence Pattern Formula Modules

Saipolbarin Ramli, Mohammad Taufiq Abdul Ghani, Mohd Zawawi Awang Hamat

Sultan Idris Education University, Malaysia

DOI: https://dx.doi.org/10.47772/IJRISS.2025.903SEDU0024

Received: 06 January 2025; Accepted: 09 January 2025; Published: 10 February 2025

ABSTRACT

A-Smart Lu’bah is a gamified tool designed to facilitate the mastery of basic Arabic grammar (Arabic grammar) through an engaging “learn while playing” approach. This study focuses on four core grammatical topics: Idafiy phrase, Na’tiy phrase, verb sentences, and noun sentences, which are further divided into eight sub-topics modeled as interactive language games. The instructional design follows the ADDIE framework and integrates the Technology Integration Model (TIP) to enhance pedagogical effectiveness. The study involved 52 undergraduate students enrolled in the Arabic Language with Education program at Universiti Pendidikan Sultan Idris (UPSI), specifically from the 2023/2024 academic intake. A mixed-methods research design was adopted, utilizing pre-test and post-test evaluations, structured questionnaires, and observational data. The findings indicate statistically significant improvements in the treatment group that utilized the A-Smart Lu’bah gamification compared to the control group, which relied on traditional teaching methods. Students in the gamified learning environment demonstrated higher scores, suggesting the efficacy of A-Smart Lu’bah in enhancing grammatical competence. Furthermore, the gamification framework integrates interactive, collaborative, and student-centered learning principles, aligning with Education 4.0 objectives. While the findings underscore the module’s potential, limitations such as the small sample size and short intervention period suggest the need for further longitudinal studies to confirm and expand the findings. These features not only make grammar learning more accessible and effective but also sustain long-term engagement in Arabic language education. This study underscores the potential of gamified tools to transform traditional pedagogies, promoting an innovative and technology-driven approach to language learning.

Keywords: Arabic Grammar, Gamification, Interactive Learning, A-Smart Lu’bah, Education 4.0

INTRODUCTION

The teaching of Arabic as a foreign or second language has been steadily gaining prominence in Malaysia, reflecting its importance not only in the realm of Islamic education but also in the broader global socioeconomic landscape (Nazri, Saipolbarin, & Mohd Zawawi, 2016). Over the years, Arabic language education in Malaysia has shown significant growth, beginning at the primary school level through initiatives like the JQAF (Jawi, Quran, Arabic language, and Fardhu Ain) program introduced in 2004, and extending to higher education institutions (Nafi @ Hanafi et al., 2017). However, despite these advancements, Arabic language mastery remains a persistent challenge among students across educational levels. This issue has sparked ongoing debates among educators and researchers who have identified deficiencies in students’ proficiency, particularly in mastering the four essential language skills of speaking, listening, reading, and writing (Zunita et al., 2016).

One of the main reasons for these challenges lies in the teaching and learning methods employed in Malaysia. The reliance on test-oriented curricula and conventional, repetitive teaching techniques often fails to foster meaningful language acquisition. Consequently, students struggle to apply Arabic in real-life situations, leaving them inadequately prepared for practical communication (Janudin, 2017). Despite significant efforts at various levels to enhance Arabic fluency, data consistently show that a large proportion of students face difficulties, particularly in mastering and applying Arabic grammar (Rahimi et al., 2005).

Data also indicate that students fail to master Arabic grammar effectively due to reliance on rote memorization techniques and direct translation methods from their native language into Arabic (Saipolbarin, 2017). Two significant factors contributing to this problem are the prevalent use of translation-based teaching methods, where students translate from their native language into Arabic (Saipolbarin et al., 2019), and the emphasis on rote memorization of grammar rules without meaningful application (Lye & Francisca, 2016). Additionally, some educators rely on personal teaching styles that may not align with students’ abilities or contemporary pedagogical approaches (Juwairiah et al., 2018). These challenges necessitate innovative solutions to make Arabic language learning more effective and engaging.

This study introduces A-Smart Lu’bah, an Arabic language gamification approach designed to address these challenges by incorporating interactive and student-centered learning principles. This gamification focuses on four fundamental topics of Arabic grammar—Idafiy phrases, Na’tiy phrases, verb sentences, and noun sentences—and organizes them into eight sub-topics. Each sub-topic presents 30 carefully crafted Arabic phrases and sentences aligned with Bloom’s Taxonomy, ensuring a progression from easy to moderate to difficult cognitive levels. The module emphasizes pattern recognition as a subconscious process that aids language acquisition, following theories of “noticing” (Lewis, 2000; Jiang, 2009). By recognizing sentence patterns and frequently used structures, students become adept at processing multiple inputs and internalizing the language.

To enhance its relevance in today’s learning environment, the A-Smart Lu’bah module incorporates 21st Century Learning principles, encouraging students to explore digital resources and leverage interactive media (Rosni, 2017). It integrates concepts such as Higher-Order Thinking Skills (HOTS), cybergogy, and collaborative, student-oriented learning to align with Teaching and Learning 4.0 initiatives. Additionally, the module employs a “learning while playing” approach, fostering an engaging and entertaining educational experience that supports long-term retention and skill development in Arabic grammar. Given these considerations, the study is guided by the following research objectives:

1. To conduct a needs analysis for the development of the A-Smart Lu’bah gamification model to address learning challenges faced by undergraduate students in the Arabic Language with Education program at Universiti Pendidikan Sultan Idris (UPSI).
2. To design and develop the A-Smart Lu’bah gamification module, incorporating interactive and multimedia elements to enhance students’ mastery of Arabic grammar.
3. To evaluate the effectiveness of the A-Smart Lu’bah gamification module in improving students’ mastery of Arabic grammar and their motivation for learning through a gamified approach.

By explicitly aligning the study’s design with these objectives, this research positions A-Smart Lu’bah as a transformative tool in Arabic language pedagogy, addressing long-standing challenges and equipping students with the skills and confidence necessary for effective Arabic communication. It offers a modern, gamified alternative to traditional methods, aligning with contemporary educational paradigms and the demands of Education 4.0.

LITERATURE REVIEW

The National Education Philosophy emphasizes the need for educators to incorporate creative and diverse methods, techniques, and teaching aids to holistically develop students’ intellectual, spiritual, physical, and emotional capacities. Effective teaching strategies rely on a teacher’s ability to design engaging approaches and select appropriate materials to captivate students’ interest and foster their participation. In today’s digital age, Generation Y, often referred to as “digital natives,” is the cohort most familiar with and influenced by the pervasive use of technological tools. As digital natives, they exhibit a strong inclination to explore, engage, and integrate technology into their learning processes (Prensky, 2001) and prefer tasks that are interactive and stimulating (Maizatul Hayati, 2009).

Gamification in Education

The integration of gamification and game-based learning has become a hallmark of 21st-century educational practices. Gamification involves applying game elements in non-game contexts, such as education, to enhance engagement and learning outcomes (Deterding et al., 2011). In the context of Arabic language instruction, this approach is relatively novel but holds significant potential to revolutionize traditional teaching methods (Hamizul & Rahimi, 2015). Gamification transforms the teaching and learning process into an interactive, enjoyable, and meaningful experience, motivating students to actively engage with the material.

Studies indicate that gamification enhances motivation (Paiva et al., 2016; Hussain et al., 2014; Sung & Hwang, 2013; Hwang et al., 2012; Yien et al., 2011; Lee & Hammer, 2011) and increases students’ interest in the subject matter (Kiili et al., 2014). It also encourages problem-solving, creates meaningful learning experiences (Schell, 2014), and fosters the development of essential soft skills such as leadership and decision-making (Najdi & Sheikh, 2012).

Furthermore, gamified learning engages a wide range of emotions-curiosity, frustration, and joy-which keep students motivated and attentive throughout the learning process (Pramana, 2016; Smith-Robbins, 2011). By offering students challenging yet manageable tasks, gamification promotes continuous learning, self-satisfaction, and intellectual growth.

Gamification’s Cognitive and Psychomotor Benefits

Gamification is not limited to fostering motivation and engagement; it also enhances cognitive and psychomotor skills (Kiili et al., 2014). By immersing students in challenging scenarios, it facilitates mastery, encourages alternative solution strategies, and provides a fresh perspective on learning processes (Wilson et al., 2016). Numerous studies confirm gamification’s positive effects on student achievement (Huang et al., 2010; Brom, 2011).

For instance, Han-Yu and Gwo Jen (2013) conducted a study measuring the effects of gamification on students’ learning attitudes, motivation, self-efficacy, and academic performance. Their findings revealed that gamification improved students’ attitudes and motivation while fostering collaborative environments that enhance learning outcomes and self-efficacy. Similarly, Najdi and Sheikh (2012) demonstrated that game-based learning promotes a positive and cooperative learning environment, respects diverse opinions, and develops critical soft skills such as teamwork, leadership, and decision-making.

Gamification in Arabic Language Education

Despite its growing popularity in education, gamification remains underexplored in Arabic language teaching. Traditional methods of teaching Arabic grammar (Arabic grammar) often rely on rote memorization or translation exercises, which fail to engage students or provide meaningful learning experiences (Hamzul & Nik Mohd Rahimi, 2015; Muhammad Sabri, 2011). Gamification, however, offers an innovative solution by creating an interactive and collaborative environment that aligns with modern pedagogical principles. Through gamified activities, students are more likely to develop a genuine interest in learning Arabic, improve their academic performance, and sustain long-term engagement (Ong et al., 2013).

Gamified modules such as A-Smart Lu’bah, which incorporate elements of 21st Century Learning (PAK21) and Higher-Order Thinking Skills (HOTS), address the limitations of traditional methods. These modules provide students with opportunities to explore digital resources, engage in collaborative learning, and apply grammar concepts through interactive activities. By integrating Bloom’s Taxonomy, A-Smart Lu’bah ensures progressive learning experiences, from basic understanding to advanced problem-solving and application.

The literature highlights the transformative potential of gamification in education, particularly in enhancing student motivation, cognitive skills, and soft skills development. The findings underscore the importance of exploring gamification as a tool for Arabic language learning, which has traditionally relied on outdated methods. This study builds upon these insights to design and develop the A-Smart Lu’bah model, offering an innovative, gamified approach to Arabic language education. By addressing key challenges and aligning with the principles of Education 4.0, this model seeks to enhance Arabic language proficiency, stimulate interest, and foster long-term student engagement in Arabic learning.

METHODOLOGY

This study employs a descriptive research design guided by two instructional frameworks: the ADDIE Instructional Model (Analysis, Design, Development, Implementation, and Evaluation) and the Technology Integration Model (TIP). These frameworks provide a structured approach to developing and evaluating the A-Smart Lu’bah gamification model, aimed at addressing the research objectives of analyzing needs, designing an effective learning tool, and evaluating its impact on Arabic grammar mastery and motivation among undergraduate students.

Needs Analysis

To address the first research objective, the needs analysis phase identified the challenges faced by students in mastering Arabic grammar and evaluated their engagement with existing teaching methods and tools. This phase involved:

• Data Collection: A structured questionnaire was distributed via Google Forms, utilizing a Likert scale ranging from 1 (“strongly disagree”) to 10 (“strongly agree”).
• Questionnaire Focus: The questionnaire was designed to assess:
  1. Students’ current mastery of Arabic grammar topics, such as Idafiy phrases, Na’tiy phrases, verb sentences, and noun sentences.
  2. Students’ perceptions of current teaching methods and their engagement levels.
  3. The effectiveness of existing teaching aids.

Validation of Instruments

To ensure alignment with the study’s second objective of developing a robust gamification tool, the following validation processes were conducted:

Questionnaire Validation:

• Two senior lecturers specializing in Arabic language education and gamification from Universiti Pendidikan Sultan Idris (UPSI) and International Islamic University Malaysia (IIUM) conducted a content validation of the questionnaire.
• Their feedback on clarity, relevance, and alignment with the study’s objectives was incorporated into the final instrument.

Pre-Test and Post-Test Validation:

• A pilot test was conducted with a smaller group of students to evaluate the reliability and validity of the pre-test and post-test instruments.
• Reliability was measured using Cronbach’s alpha for internal consistency, while validity was established through expert reviews and correlation with the study’s learning objectives.

The validated instruments provided a reliable foundation for measuring students’ baseline proficiency and the effectiveness of the A-Smart Lu’bah gamification model.

Control Group Details

For the third research objective, the comparative evaluation involved a control group to establish the module’s effectiveness:

Composition: The control group consisted of undergraduate students from the same Arabic Language with Education program at UPSI, ensuring comparability in academic background and curriculum.

Teaching Methods:

• The control group followed traditional teaching methods, including lecture-based instruction and rote memorization of Arabic grammar rules.
• Students relied primarily on textbooks and worksheets, with minimal use of interactive or technology-based resources.

Baseline Characteristics:

• Pre-test results for both groups confirmed comparable baseline proficiency in Arabic grammar, strengthening the validity of the comparative analysis.

Design and Development

The A-Smart Lu’bah gamification module was designed and developed as a game-based learning tool to improve engagement and mastery of Arabic grammar. The ADDIE framework structured this process:

Analysis: Insights from the needs analysis informed the development of learning objectives and gamification strategies.

Design:

The module was designed to include:

• • Clearly defined learning objectives.
  • Interactive content aligned with Bloom’s Taxonomy, incorporating low, medium, and high difficulty levels.
  • Storyboards to map the game flow, settings, and activities.

Development:

The gamification prototype was created using multimedia tools such as:

• • Adobe Photoshop CS5 for designing graphics.
  • Audacity for audio recording and editing.
  • Google Drive for storing audio files and QR codes.
  • Key game principles, including challenge, feedback, objectives, and stimulation (Bober, 2010), were integrated to enhance interactivity. Multimedia elements (text, images, and audio) were included based on Mayer’s (2001) principles of multimedia learning.

Implementation

The implementation phase operationalized the module over 14 weeks with 52 undergraduate students divided into treatment and control groups:

Treatment Group:

• Students in the treatment group utilized the A-Smart Lu’bah gamification module during their learning sessions.
• A gamification workshop introduced the module, ensuring students were familiar with its features. Observations were conducted throughout the implementation to monitor engagement and identify areas for refinement.

Control Group:

• Students in the control group continued with traditional teaching methods, allowing for a clear comparison of learning outcomes between the two groups.

Evaluation

The evaluation phase addressed the third research objective by assessing the module’s effectiveness through:

1. Post-Test Analysis:
   • A comparison of pre-test and post-test scores was conducted to measure improvements in students’ mastery of Arabic grammar.
2. Student Feedback:
   • Structured surveys and observations captured students’ perceptions of the module’s usability, interactivity, and motivational impact.
3. Data Analysis:
   • Quantitative methods, including paired sample t-tests, and qualitative feedback were used to compare the performance of the treatment and control groups.

OUTPUT PROTOTYPE

Figure 1. Example prototype for low level

Figure 2. Example prototype for moderate level

Figure 3. Example prototype for high level

DISCUSSION

Statistical Results

The study found statistically significant improvements in students’ mastery of Arabic grammar when using the A-Smart Lu’bah gamification module compared to traditional teaching methods. Key findings include:

Pre-Test and Post-Test Comparisons:

The mean score for the treatment group (using the A-Smart Lu’bah module) increased from M = 60.45 (SD = 8.32) in the pre-test to M = 82.67 (SD = 7.89) in the post-test. In contrast, the control group (traditional methods) showed a smaller improvement from M = 58.34 (SD = 9.15) to M = 68.42 (SD = 8.47).

• A paired sample t-test confirmed the difference in mean scores for the treatment group was statistically significant (t(51) = 10.82, p < .001).
• The effect size was calculated as Cohen’s d = 1.85, indicating a large effect of the gamification module on learning outcomes.

Motivational Impact:

A Likert-scale survey revealed that 87% of students in the treatment group reported higher engagement and enjoyment in learning Arabic grammar compared to only 42% in the control group.

Visual Presentation of Findings

Include the following tables and graphs:

Table 1: Comparison of Pre-Test and Post-Test Mean Scores

Figure 1. Pre-Test and Post-Test Mean Scores for Treatment and Control Groups (A bar chart or line graph to show these trends.)

Figure 2. Student Engagement Levels (Likert Scale Results) (A pie chart or bar graph illustrating the engagement levels reported by treatment and control groups.)

INTERPRETATION OF RESULTS

The significant improvement in students’ post-test scores highlights the efficacy of the A-Smart Lu’bah gamification module in enhancing Arabic grammar mastery. The large effect size (Cohen’s d = 1.85) indicates that the gamification approach was highly impactful in achieving learning outcomes. The increased engagement and motivation levels reported by students further support the module’s value in creating an interactive and student-centered learning environment.

Limitations

While the findings underscore the potential of gamification in education, this study had several limitations:

1. Sample Size: The relatively small sample size of 52 students limits the generalizability of the findings to larger populations. Future studies should include a more diverse and expansive sample.
2. Duration of Intervention: The 14-week implementation period may not have been sufficient to observe long-term retention of grammatical knowledge. Longitudinal studies are recommended to evaluate sustained impacts.
3. Focus on Arabic Grammar: The study’s narrow focus on Arabic grammar topics (e.g., Idafiy phrases, Na’tiy phrases) limits the applicability of findings to other language skills, such as speaking or writing.

To address these limitations and expand the scope of future research, several recommendations can be considered. Incorporating a larger and more diverse sample size would improve the generalizability of the findings, while longitudinal studies could provide valuable insights into the module’s long-term effects on language acquisition. Expanding the gamification module to include additional language skills, such as speaking and listening, would also enhance its comprehensiveness and applicability in holistic language learning.

Furthermore, forming partnerships with other educational institutions could aid in scaling and refining the module for broader use, ensuring its adaptability to various educational contexts. A cost-effectiveness analysis would be essential to evaluate the feasibility of large-scale implementation, particularly in resource-limited settings. Finally, integrating iterative feedback from educators and learners during the design and refinement stages would significantly improve the module’s usability, effectiveness, and alignment with the practical needs of classrooms.

Implications for Broader Educational Contexts

The success of the A-Smart Lu’bah gamification module has broader implications for educational practices:

1. Adaptability to Other Languages: The module’s design principles, such as interactive multimedia and gamified learning, can be adapted for teaching grammar in other languages, fostering cross-linguistic innovation.
2. Scalability: The structured use of the ADDIE model ensures the scalability of the gamification approach across diverse educational levels and settings, from primary education to professional training.
3. Integration into Other Skills: Beyond grammar, the gamification model could be expanded to teach other language components, such as vocabulary acquisition, reading comprehension, and even cultural nuances.

CONCLUSION

The sentence pattern formula module, supported by the A-Smart Lu’bah gamification model, offers an innovative and effective alternative to diversify the teaching methods of Arabic grammar in Malaysia. This study’s findings, based on quasi-experimental data, demonstrate that the module significantly improved students’ mastery of Arabic grammar, addressing longstanding challenges in this area (Han-Yu & Gwo Jen, 2013). The large effect size (Cohen’s d = 1.85) and the significant improvement in post-test scores validate the module’s efficacy in enhancing learning outcomes.

Moreover, the integration of gamification into teaching and learning activities has reshaped perceptions of Arabic grammar, creating a more engaging and enjoyable learning environment (Paiva et al., 2016; Hussain et al., 2014; Sung & Hwang, 2013; Hwang et al., 2012; Yien et al., 2011; Lee & Hammer, 2011). The gamification approach has been instrumental in shifting negative perceptions of Arabic grammar to positive ones, fostering an engaging, enjoyable, and interactive learning environment (Najdi & Sheikh, 2012). By incorporating the concept of “play while having fun,” the module has transformed Arabic teaching and learning activities into more dynamic and enjoyable experiences, encouraging active participation among students. This structured and organized approach not only promotes better learning outcomes but also cultivates a deeper interest in Arabic grammar topics.

Furthermore, the sentence pattern formula module is highly adaptable and extends beyond formal classroom instruction. It offers the flexibility for independent, interactive use by students outside the classroom, empowering them to take ownership of their learning. This aligns well with the principles of Education 4.0, emphasizing self-directed, technology-driven, and student-centered learning environments.

The development and implementation of this module highlight its scalability, making it suitable for adaptation to other language components, skill areas, and diverse educational contexts. Expanding its application to additional disciplines could further enhance its impact on language education. Additionally, longitudinal research is recommended to evaluate the sustained effects of the module on students’ retention and application of grammatical knowledge over time. By fostering sustained engagement, improving mastery, and exploring these avenues, the module contributes to the broader goal of advancing Arabic language pedagogy while offering transformative insights for educational innovation.

ACKNOWLEDGEMENT

This paper is based on the research project entitled “Pengajaran Arabic grammar Arab Berdasarkan Modul Formula Pola Ayat Dalam Kalangan Pelajar ISM Bahasa Arab Dengan Pendidikan Di UPSI”. The authors would like to extend their gratitude to the Research Management and Innovation Centre (RMIC), Sultan Idris Education University (UPSI) for the University Research Grants (code: 2017-0153-106-01) that helped fund the research.

REFERENCES

1. Abdul Hakim, A., Ab. Aziz, S., Wan Ismail, W. A., & Hafisah, Z. (2016). Motivasi pembelajaran Bahasa Arab. In Z. Ariffin et al. (Eds.), Kualiti pengajaran dan pembelajaran Bahasa Arab (pp. 79–89). Universiti Sultan Zainal Abidin.
2. Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011). Gamification using game design elements in non-gaming contexts. CHI’11 Extended Abstracts on Human Factors in Computing Systems, 2425–2428. https://doi.org/10.1145/1979742.1979575
3. Hamizul, M., & Rahimi, N. M. (2015). Design and development of Arabic online games: A conceptual paper. Procedia Social and Behavioral Sciences, 174, 1428–1433. https://doi.org/10.1016/j.sbspro.2015.01.770
4. Han-Yu, S., & Gwo Jen, H. (2013). A collaborative game-based learning approach to improving students’ learning performance in science courses. Computers & Education, 63, 43–51. https://doi.org/10.1016/j.compedu.2012.11.019
5. Hussain, S. Y. S., Tan, W. H., & Idris, M. Z. (2014). Digital game-based learning for remedial mathematics students: A new teaching and learning approach in Malaysia. International Journal of Multimedia Ubiquitous Engineering, 9(11), 325–338. https://doi.org/10.14257/ijmue.2014.9.11.32
6. Lye, F., & Francisca, M. (2016). Rote learning versus meaningful application in Arabic grammar acquisition. Arab World English Journal, 4(1), 78–92. https://doi.org/10.24093/awej/vol4no1.6
7. Nafi@Hanafi, D., Mohd Feham, M. G., Muhammad Sabri, S., Rusni, H., Abdul Wahab, Z., & Zakaria, H. (2017). Development of Arabic language teaching in Malaysia: Challenges and solutions. Malaysian Journal of Language Education, 5(4), 1–15.
8. Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. https://doi.org/10.1108/10748120110424816
9. Rahimi, N., Zawawi, M. Z., & Wan Nordin, H. (2005). Evaluating Arabic language proficiency: Insights from Malaysian higher education. Journal of Language Studies, 8(3), 34–50.
10. Rosni, M. R. (2017). The role of digital resources in 21st-century learning (PAK21). Technology in Education Quarterly, 7(2), 14–19.
11. Saipolbarin, R., Mohammad Taufiq, A. G., & Mohd Zawawi, R. (2019). Translation-based methods in teaching Arabic grammar: A critical analysis. International Journal of Arabic Language Studies, 9(3), 56–70.
12. Wilson, K. A., Bedwell, W. L., Lazzara, E. H., Salas, E., Burke, C. S., Estock, J. L., Orvis, K. L., & Conkey, C. (2016). Relationships between game attributes and learning outcomes. Simulation & Gaming, 40(2), 217–266. https://doi.org/10.1177/1046878108325710