Vocabulary Enrichment in Filipino Language Through the Pou Memory Game

Vocabulary Enrichment in Filipino Language Through the Pou Memory Game

Jhanna Alieza E. Velasco¹, Sherly V. Cagbabanua², Josua S. Colanggo^3, Genelyn R. Baluyos⁴

¹Student, Misamis University, Ozamiz City, Philippines

²Teacher 3, DepEd, Ozamiz City, Philippines

^3,4Faculty, Misamis University, Ozamiz City, Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2025.908000170

Received: 21 July 2025; Accepted: 28 July 2025; Published: 02 September 2025

ABSTRACT

Language proficiency is essential for interacting across cultures. This study looks at how well the Pou Memory Game improves the Filipino vocabulary of Grade 8 students. Conducted during the 2024-2025 school year, the research took place in a public secondary school in Misamis Occidental. A group of 28 Grade 8 students, chosen because they showed low performance in Filipino, participated. The study used a classroom-based action research design, which included lesson plans, pretests, and posttests. Researchers analyzed the data with descriptive statistics like mean, frequency, and percentage, using a t-test to check if the students’ improvement was significant. Results showed that before the intervention, students had low vocabulary skills, with everyone falling short of expectations. The study found that students struggled with Filipino vocabulary at first, showing low performance before using the Pou Memory Game. After adding the game to lessons, their vocabulary skills improved significantly, with many students achieving high scores. The game also boosted motivation, confidence, and engagement during Filipino classes. This indicates that the Pou Memory Game is an effective and enjoyable way to enhance vocabulary, especially for students who learn better through interactive methods. These findings point out the value of educational games in making vocabulary teaching more effective and fun. The study recommends integrating similar tools into language instruction and exploring their application in other subject areas. Filipino teachers may use the Pou Memory Game for vocabulary instruction, especially in challenging texts. Schools should consider incorporating mobile games into blended learning to boost student engagement. It also encourages the development of more vocabulary games to suit various learning styles, along with regular assessments to track progress. Additionally, teacher training on game-based learning is suggested, and future research could explore similar tools in other subjects or language skills.

Keywords: educational game, Filipino vocabulary, language learning, Pou Memory Game

INTRODUCTION

In the current era, where the world is interconnected, the influence of international cultures is rampant. Various platforms of communication rose, which introduced the different traditions, cultures, beliefs, and languages to their neighboring countries (Wani, 2011). Most scholars believe that it shows a world that is more mobile and connected. People travel for leisure or jobs, and they move to different parts of the world. They also interact with people from other languages and cultures, whether in person or through modern communication technology. This interaction requires them to use a common language, which is often English. While this creates more interdependence and a feeling of shared experience, it also leads to increased conflicts between groups. The world is more interconnected, yet it is also more fragmented. Social and economic inequality has become clearer both within and between countries (Ladegaard, 2018).

Language proficiency is essential for interacting across cultures. Students in a multicultural setting need strong language skills to communicate effectively with people from different countries (Meng et al., 2022) and with international students from various backgrounds (Nguyen, 2021). Higher language proficiency improves intercultural sensitivity and communication skills, which helps ease the challenges of adjusting to new social settings (Aksoy & Akkoc, 2019). Low language proficiency makes it hard to convey ideas to colleagues, negatively affecting intercultural learning and social engagement. For example, accents can influence how people perceive social status and experience stress related to adapting to a new culture. Researchers focus on how accent perception affects understanding of speech (Shadiev & Sintawati, 2020). This work enhances the study of intercultural communication by explaining how language, culture, racism, discrimination, and the environment shape communication between cultures. It is crucial to include students from various cultural backgrounds and with different levels of language skills when building knowledge in a country’s primary language (Zheng et al., 2024).

In the Philippines, as a developing country, Filipinos are open to these cultures and somehow imitate these languages, such as Nihonggo, English, Hangul, etc. In fact, it has almost 150 different local languages. Filipinos adapt foreign languages, which then affects their comprehension and speaking due to language mixture or code-switching, particularly among students. Adaptation to foreign languages is helpful in the development of students’ linguistic skills (Al-Zaiim, 2024). However, students forget their mother-tongue language and their national language, which is Filipino.

In a school setting, while students took part in lessons on code-switching, their understanding varied. This understanding was tied to their complex identities, which may have been shaped by their parents’ parenting styles and their ethnic backgrounds. Not every student understood things the same way. As a result, they showed different attitudes toward learning languages and literacy. They were in an academic and social environment, but their levels of engagement with meaning in their native and foreign languages differed (Han, 2014). Some students in a public school in Ozamiz City are experiencing low understanding of the Filipino vocabulary. They prefer speaking English rather than Filipino even during Filipino classes. They are struggling to express their ideas in the straight Filipino language. Somehow uses connotative language – a mixture of Filipino and English languages (Prasad, et al., 2023).

In contrast to students with wide vocabulary skills in Filipino, some students lack enthusiasm for the Filipino language, which affects fluency. Thus, their knowledge is unable to expand due to their below-average capacity to elaborate on ideas in Filipino. Students often fell behind in their vocabulary assignments and needed extra support to improve their vocabulary skills and understanding. Language, culture, and the environment influence writing, vocabulary, and comprehension in many ways. The cognitive process of writing and vocabulary includes preparation before writing, self-monitoring during writing, and self-reflection after writing. Therefore, using metacognition and other strategies in the process of mastering vocabulary, writing, and comprehension is crucial for enhancing cognitive skills (Liu & Wang, 2022).

In order to fill this gap, the researcher plans to introduce and carry out the “Vocabulary Enrichment in Filipino Language Through Pou Memory Game” as a way of improving vocabulary in the Filipino language. Identify the profile of students struggling in Filipino. Provide learning materials such as books and technical services for the structuring of the “Vocabulary Enrichment in Filipino Language Through Pou Memory Game ” corner in one of the Labo National High School buildings, and improve the vocabulary of students in the Filipino language.

This action research is significant to Filipino teachers as a basis for designing a syllabus, strategies, methods, and approaches in teaching the Filipino language. This is also important because it responds to the calling of the Department of Education to its stakeholders in the vocabulary and comprehension of the learners in the country. Moreover, it is significant on the part of students, for it will help them improve their vocabulary in the Filipino language.

Reciprocal teaching is an interactive strategy designed to improve students’ understanding and develop meta-cognitive behaviors. These behaviors involve recognizing what they know and what they do not know. It also includes the methods used to manage learning processes. This approach has four functions: predictor, clarifier, questioner, and summarizer. Reciprocal teaching provides support to enhance learning challenges (Oczkus, 2013). In 1978, Vygotsky argued that knowledge grows through social interaction, which serves as the basis for reciprocal teaching. He also emphasized the importance of clarifying confusing ideas and reorganizing thoughts for cognitive growth. For instance, discussing concepts out loud helps in understanding them better and sharing knowledge. The area of proximal development is essential for defining suitable content and methods for better learning and performance (Mafarja et al., 2022).

Reciprocal peer tutoring, combined with direct teaching methods, aims to boost students’ success in content-focused and high-stakes exam preparation in secondary school. This approach helps all students improve their subject performance without harming their learning experience (Alemu, 2020). Recent studies have implemented the reciprocal teaching method (RTM) in math classes. Researchers examined each stage of the process to see if it affects student success in solving mathematical word problems. Teachers observed their students’ work, and in group meetings, they discussed any uncertainties and challenges they faced. The results revealed a significant improvement in students’ scores on the posttest of mathematical word problems (Kurshumlia & Vula, 2021).

Hence, the researcher planned to introduce the “Vocabulary Enrichment in Filipino Language Through Pou Memory Game”. This project will be connected to the existing program of the Department of Education, particularly in Region 10, where a program is implemented and known as the Care for Normin Readers (CNR) Program (Bayocot, 2019). This project will be divided into 3 Phases with corresponding sessions for each phase. A series of sessions will be done. First, an agreement between the College of Education, Filipino Department, and Labo National High School, Filipino faculty. Second, brainstorming and planning for project implementation. Third, prepare all the necessary materials needed. Fourth, conduct a pretest on students to identify their level of knowledge in Filipino vocabulary. Fifth, evaluate the results and design a strategy. Sixth, conduct a Pou Memory Game. Introducing a challenge for students to use the new Filipino words or phrases in a sentence and in conversations. A sample self-introduction video in Filipino will be played, and they will imitate it afterwards. Then, a Filipino story, particularly Florante at Laura, will be introduced to the students through a game. Seventh, another evaluation and planning of strategy between the intern and the cooperating teacher in Labo National High School based on the results of the first intervention. Eighth, it conducts the second intervention and continues until the last intervention.

However, to realize these sessions, a strong partnership, support, and participation of interns, students, parents, faculty, and department heads are highly needed throughout the project implementation. Support from different departments for resources is required, such as the university library for the vocabulary materials, rooms to be used for interventions, a budget for snacks and prizes, instructional materials, and adequate analysis of the data for assessment and evaluation.

The Department of Education (DepEd) does, however, take care of all students, particularly those who have difficulty with vocabulary. With this, the department started the Care for Non-Readers (CNR) Program, which is now known as Care for Non-Readers (CNR) in Region X. The DepEd has solicited citizen engagement in this initiative with the goal of halting the rising number of poor readers. To participate in this activity, several stakeholders are invited. Project CNR intends to decrease, if not eliminate, the dissatisfaction that readers experience at all grade levels. The Normin Program seeks to develop autonomous readers in English, Filipino, and mother tongues in all elementary and high school students. A detailed review and debate of the National Achievement Test’s (NAT) low performance has led to the conclusion that students’ vocabulary skills are the primary cause of the test’s poor performance. Learning struggles result from bad vocabulary (Bayocot, 2019).

The researcher proposed using the Pou Memory Game to improve students’ Filipino language vocabulary. The researcher planned to create a game that would help with vocabulary development. Students can collaboratively use. In the game, the class will be divided into groups. Each group will perform Florante at Laura. Then, they will compete to identify the meaning of the deep or complex word used in the sentence. After identifying the meaning, they will then use the word in a sentence. The group with the most correct answers will be the winner. This innovative activity is integrated into the Filipino discussion. This innovation aimed to enhance the vocabulary of Grade 8 students, foster communicative ability, critical thinking, and understanding and appreciation of literary values, and overall performance.

Specifically, this study sought answers to the following questions:

• What is the level of students’ vocabulary in the Filipino language before the Implementation of the Pou Memory Game?
• What is the level of students’ vocabulary in the Filipino language after the Implementation of the Pou Memory Game?
• Is there a significant difference in students’ vocabulary in the Filipino language before and after the implementation of the Pou Memory Game?

METHODOLOGY

Research Design

This study used Practical Action Research to improve students’ vocabulary in Filipino through the Pou Memory Game. Practical action research emphasizes how research is done and aims to tackle specific issues (George, 2023). It consists of a small-scale research project that focuses closely on a particular problem or issue. Individual teachers or teams within a school or school district usually carry it out (Thanavathi, 2024).

Research Setting

The study took place at the junior high school level, specifically focusing on the Grade 8 students at a public secondary school in Ozamiz City. It was a whole secondary school that welcomed students from Grade 7 to Grade 12. This school offers the Filipino subject and accepts a diverse range of students. It provides subjects required by the Department of Education, and one of these is Filipino.

Respondents of the Study

The study included 28 Grade 8 students from one section that the researcher taught. They were chosen through purposive sampling. The selection was based on specific criteria: students enrolled in Grade 8 for the school year 2024-2025, students who showed low performance, and students willing to participate in the study. The researcher made sure these criteria were met before conducting the survey. However, other sections of the same grade level were not included in the study.

Instruments

The researcher used the following tools to gather data:

• Filipino Vocabulary Enhancer Test (Pagsusulit sa Pagpapayaman ng Bokabularyong Filipino). This was a 40-item test created by the researcher to measure the students’ vocabulary in Filipino. It included topics from Florante at Laura, covering the fourth grading period. These questions were used for both the pretest and the posttest. To ensure the test was valid, the researcher asked five experts from the Filipino department to review the questionnaire. A pilot test was conducted with a group of participants who were not part of the main study. The instrument needed to yield a Cronbach’s Alpha between 0.7 and 1.0. This validated tool was then used for both the pretest and posttest.

In determining the test performance, the following scale will be used.

Lesson Plan. The researchers developed a lesson plan focused on the story Florante at Laura, incorporating the Pou Memory Game to improve vocabulary. Before putting it into action, the teachers carefully reviewed the plan, and the researchers made revisions. The implementation happened in one of the secondary schools in Misamis Occidental, specifically with Grade 8 students during the school year 2024- 2025.

Graphic Organizer. It was a graphic organizer created by a researcher called the Pou Memory Game. The cooperating teacher reviewed it, and the researcher revised it to help students learn to remember, recognize, and recall Filipino vocabulary terms in a fun way.

Data Collection

• Pre-Implementation Phase. The researcher first sought permission from the dean of the College of Education, the Schools Division Superintendent, the principal, the participating teacher, and the parents of the students to conduct the study. Once approval was obtained, consent forms were sent to the parents, and assent forms were collected from the students. After securing all necessary permissions and forms, a pretest was given to assess the students’ basic knowledge of Filipino vocabulary and the concepts targeted in the study. The researcher also prepared the lesson plans and materials for integrating game-based learning into the teaching strategy. Assessments and activities were created during this phase, based on the teacher’s lesson plans and PowerPoint presentations.
• Implementation Phase. The researchers presented and discussed the lessons using the Pou Memory Game in class. They also provided detailed instructions to the students about how to use the Pou Memory Game for activities and assessments. After a month of using the intervention, they assessed to see how much the students had improved their vocabulary skills. Since the study used data triangulation, they also conducted observations and interviews alongside the assessment to gather more complete information. To record the data, the researchers took video recordings of class lessons, photos and screenshots, and field notes during the entire implementation period.
• Post-Implementation Phase. The post-implementation stage included counting the data, reviewing the counted results, interpreting the data, and reporting the findings to conclude. Recommendations, proofreading, editing, and finalizing the research study also took place during this phase. Furthermore, this stage involved sharing the research results with a particular group of people.

Ethical Considerations

The participants gave their informed consent according to the study’s ethical standards before the survey. As part of ethical practice, the researchers told participants about the Data Privacy Act of 2012. This showed the researchers’ dedication to protecting personal information and being responsible when managing sensitive data.

Throughout the procedure, participants received clear information about the study’s goals, the possible benefits for them, and why their involvement mattered. The researchers also highlighted the privacy of the data collected and assured participants that their identities would remain confidential during the study.

Data Analysis

The researcher used MiniTab software and the following statistical tools:

• Frequency and Percentage. These tools helped identify the performance level of students before and after using the Pou Memory Game.
• Mean and Standard Deviation. These were calculated to find the average and spread of the students’ scores before and after the intervention.
• T-Test. This tool was used to examine the significant difference in students’ performance before and after the use of the Pou Memory Game.

RESULTS AND DISCUSSION

Level of Students’ Vocabulary in Filipino Language Before the Implementation of the Pou Memory Game

^{Table 1: Students’ Vocabulary in Filipino Language Before the Implementation of the Pou Memory Game}

Note Scale: 34-40 (Outstanding); 31-33 (Very Satisfactory); 28-30 (Satisfactory); 24-27 (Fairly Satisfactory); 1-23 (Did Not Meet Expectations

Before the intervention, all 28 Grade 8 students were categorized under “Did Not Meet Expectations” in their vocabulary performance. The average score (Mean = 15.679) was far below the passing mark, and the standard deviation (SD = 4.481) shows that their scores varied moderately. This result clearly indicates that the students were struggling with Filipino vocabulary prior to using the Pou Memory Game. It confirms the need for an engaging and interactive strategy to help them improve.

This poor performance may be due to the traditional teaching methods that did not meet the students’ learning preferences. Since vocabulary acquisition is fundamental in reading and comprehension, the result emphasizes a serious gap in understanding. The data from this pretest served as a strong foundation for introducing an intervention like the Pou Memory Game to help boost engagement and vocabulary retention.

Vocabulary acquisition has drawn more attention from language learners, educators, and researchers as game-based learning is developing into a topic with significant promise. Both short-term and long-term vocabulary growth, reading and listening skills, motivation and involvement, anxiety relief, and student interaction are all commonly shown to benefit from this intervention (Zou et al., 2021).

Game-based learning techniques offer significant benefits for enhancing students’ language acquisition. However, challenges such as limited access to learning resources, difficulties in pronunciation and understanding word meanings, the influence of students’ native language, and the lack of ongoing training for teachers can hinder progress. Given these advantages and obstacles, educators are encouraged to include educational games in their teaching methods to support vocabulary development in the classroom (Ling & Abdul Aziz, 2022).

To address this gap, it is recommended that teachers adopt structured and engaging intervention strategies like the “Pou Memory Game” to help learners enhance and improve their vocabulary in Filipino. The core mechanic of Pou Memory Game relies on repeated exposure and recall of the target items (in this case, vocabulary words), providing a minimal level of context that can aid understanding and memorization. This repetition strengthens the memory traces of the words and their meanings, leading to better retention. The game-like format of the Pou Memory Game can make vocabulary learning more enjoyable and less tedious than traditional methods like rote memorization. It promotes social interaction and peer teaching, which can enhance language acquisition. This increased engagement can lead to more consistent practice and better learning outcomes.

B. Level of Students’ Vocabulary in Filipino Language After the Implementation of the Pou Memory Game

Table 2: Students’ Vocabulary in Filipino Language After the Implementation of the Pou Memory Game

Note: Scale: 34-40 (Outstanding); 31-33 (Very Satisfactory); 28-30 (Satisfactory); 24-27 (Fairly Satisfactory); 1-23 (Did Not Meet Expectation)

After implementing the Pou Memory Game strategy, the students’ vocabulary levels in the Filipino language showed a significant improvement. According to the post-assessment data, a large majority of the students performed at higher levels: 82.14% (n=23) were classified as “Outstanding” with an average score of 36.435 (SD = 1.343). 10.71% (n=3) fell into the “Very Satisfactory” category, with a steady average of 33.000 (SD = 0.000). Only 7.14% (n=2) of students scored at the “Satisfactory” level, with an average of 30.000 (SD = 0.000). Notably, no students were in the lower categories of “Fairly Satisfactory” or “Did Not Meet Expectations.”

The average score after the intervention rose to 35.607 with a standard deviation of 2.266, indicating not only improved performance but also greater consistency in scores across the class. These results highlight the effectiveness of the Pou Memory Game as an engaging, interactive approach that supports vocabulary retention. The improvement across nearly all students suggests that the game-based method benefited both high-performing learners and those who initially had difficulty, by making vocabulary acquisition more enjoyable and memorable. A teacher must be able to select and use instructional strategies that can make the educational process more enjoyable, engaging, and thrilling for students. Both teachers and students can benefit significantly from using games. After playing the game, students’ language skills improved. Playing games is a great way to learn vocabulary because it is enjoyable and matches the traits that children possess as learners (Yudha & Mandasari, 2021).

It was clear that brain-based learning addressed the requirement for students’ memory and recall of terminology. It has been demonstrated that students can improve their memory and retention of new words by participating in brain-stimulating activities like active vocabulary learning. Furthermore, utilizing multisensory learning strategies, such as visual assistance, participating in practical exercises, and hearing spoken phrases, can improve education and memory of vocabulary. Additionally, relating new terms to existing ones to prior information and experiences can aid in improving student memory and memorability (Diquit et al., 2024).

To fill this gap, educators should continue utilizing interactive strategies like the Pou Memory Game to maintain and further enhance students’ vocabulary in Filipino. The significant improvement in learners’ scores suggests that using the Pou Memory Game has positive implications for vocabulary enhancement in classes, primarily through increased engagement, repetition, and potential visual associations. The fun and low-pressure environment of the game can reduce the anxiety often associated with language learning, making learners more willing to interact with and remember new vocabulary. Pou Memory Game should ideally be used as part of a broader vocabulary learning strategy that includes activities like reading, writing, and speaking to provide richer context and opportunities for active use of the new words.

Difference in Students’ Vocabulary in Filipino Language Before and After the Implementation of the Pou Memory Game

 Table 3: Students’ Vocabulary in Filipino Language Before and After the Implementation of the Pou Memory Game

Ho: There is no significant difference in students’ vocabulary in the Filipino language before and after the implementation of the Pou Memory Game

Note: Probability Value Scale: **p<0.01 (Highly Significant); *p<0.05 (Significant); *p>0.05 (Significant); p>0.05 (Not Significant)

The results showed a t-value of 26.25 and a p-value of 0.000, which is very significant. This means there is strong evidence to reject the null hypothesis. The difference in vocabulary performance is not due to chance; it is a result of the intervention itself. The mean increased from 15.679 (Pretest) to 35.607 (Posttest), which shows a clear and meaningful improvement.

The result shows that the Pou Memory Game is efficacious in improving the students’ vocabulary in Filipino. The highly significant p-value suggests that the use of interactive and enjoyable strategies can be a powerful tool in addressing learning gaps. With these findings, educators are encouraged to adopt more engaging teaching methods, especially for foundational skills like vocabulary development.

Students showed strong vocabulary skills across speaking, writing, reading, and listening, highlighting the effectiveness of the vocabulary activities implemented. For junior high school students, vocabulary development is a key component of language learning, providing valuable insights for educators, school leaders, and researchers aiming to enhance language proficiency through targeted vocabulary instruction (Pitogo & Quezon, 2024).

Students’ curiosity and interest in the subject can also be maintained through the active use of such game components in instructional activities. When games are incorporated with their components, the value of vocabulary acquisition should be emphasized. In addition to being entertaining, the games ought also to encourage learning. In general, gamified training is being used in language classes to increase student motivation and vocabulary acquisition (Sadeghi et al., 2022).

To fill this gap, educators should integrate entertaining strategic interventions like the Pou Memory Game in teaching vocabulary. The significant improvement in students’ scores after the intervention shows that the use of Pou Memory Game offers a fun and engaging way to enhance vocabulary acquisition by directly associating words with their meanings, promoting repetition and recall, and indirectly improving memory skills and motivation. The Pou Memory Game exercises students’ working memory, attention, and concentration, which are essential cognitive skills for language learning. When implemented thoughtfully as part of a comprehensive learning approach, they can be a valuable tool for vocabulary development. It needs to be carefully integrated into the lesson plan with pre-teaching and post-game activities that reinforce the vocabulary in meaningful ways.

SUMMARY, FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study focused on the need to improve students’ Filipino vocabulary, especially in the context of literature-based lessons such as Florante at Laura. Many students struggle with understanding Filipino texts due to limited vocabulary, which affects their comprehension and performance. The primary purpose of this study was to examine how effective the Pou Memory Game is for improving the Filipino vocabulary of Grade 8 students. Previous research supports the role of educational games in promoting retention, engagement, and deeper understanding. However, there is little research on the use of mobile-based memory games like Pou in Filipino language learning.

The study took place during the 2024-2025 school year with 28 Grade 8 students at a public secondary school in Misamis Occidental. Researchers chose participants because of their low performance in Filipino and their willingness to join. The research used practical action research, with pretests and posttests to measure vocabulary improvement and student engagement.

Findings

The following are the key findings of the study:

• Students had low Filipino vocabulary skills before using the Pou Memory Game, as shown by low mean scores and 100% of students not meeting expectations. This demonstrated the need for an intervention.
• After the intervention, students’ performance significantly improved. Most students achieved scores in the “Outstanding” range, highlighting the effectiveness of the Pou Memory Game in boosting vocabulary knowledge.
• Statistical analysis showed a significant difference in students’ vocabulary performance before and after using the Pou Memory Game. This confirms that the improvement was not due to chance.

Conclusions

The study’s findings led to the following conclusions:

• Before using the Pou Memory Game, students struggle with Filipino vocabulary. Their low scores and failure to meet expectations indicated a clear need for instructional support.
• After using the Pou Memory Game in Filipino lessons, students’ vocabulary was enriched by acquiring new Filipino words or terms. Many reached an advanced level of learning Filipino vocabulary, showing the game’s positive impact on language acquisition.
• The Pou Memory Game is an effective tool for enhancing vocabulary skills, especially for students who benefit from interactive and game-based learning.

Recommendations

• Filipino teachers may incorporate the Pou Memory Game into vocabulary instruction, especially in lessons involving complex literary texts.
• Schools may support the integration of mobile-based educational games as part of blended learning strategies to make learning more interactive and engaging.
• Schools may develop and adapt more Filipino vocabulary games to cater to different learning styles, ensuring a fun and inclusive learning experience for all students.
• Schools may conduct regular assessments to monitor vocabulary growth and adjust game-based activities based on students’ needs and progress.
• Schools may provide training and workshops for teachers on designing or integrating game-based tools like Pou into classroom instruction.
• Future researchers might look into how the Pou Memory Game or similar apps affect different subject areas. They could also investigate how these games help improve language skills like grammar, reading comprehension, and writing.

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