INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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The Effectiveness of Board Games in Strengthening Oral
Communication and Malaysian Cultural Knowledge
Nurul Huda Mohd Saad*, Rafiaah Abu, Midiyana Mohamad
Academy of Language Studies, University Technology MARA (UiTM), Melaka Branch, Alor Gajah
Campus, Malaysia
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.910000055
Received: 29 September 2025; Accepted: 04 October 2025; Published: 03 November 2025
ABSTRACT
Communication skills play a vital role in modern society, especially in a multicultural and multi-ethnic country
like Malaysia. In the Malaysian context, which is rich in various languages, cultures, and histories, many
individuals face challenges in communicating effectively and have limited knowledge of local cultures and
geography. To address this issue, an interactive board game themed around Malaysian cultures was developed
to enhance communication skills, improve cultural knowledge, and stimulate social interaction in a relaxed and
enjoyable setting. This game focuses on three main objectives, namely to enhance participants' knowledge of
Malaysian cultures through trivia questions, to encourage the use of language in oral communication, and to
stimulate critical and creative thinking in social interactions. This study employs a descriptive approach, utilising
both quantitative and qualitative methods. It was conducted at a public higher education institution in Melaka,
with the participants consisting of diploma students. Data were collected through observations and
questionnaires to assess the effectiveness of the board game on oral communication skills, knowledge of
Malaysian cultures, and social interaction. The findings of the study indicate that the game successfully enhanced
the participants' communication skills, enriched their knowledge of Malaysian cultures, and encouraged their
positive social interaction. Furthermore, the informal learning approach applied proved to be effective and
suitable for all levels of society, making it an effective alternative learning tool in the context of families,
communities, corporations, and cultural tourism. Overall, this game method has proven effective in increasing
individuals' interest and motivation towards the language and cultures of Malaysia, making it an innovative
concept that can be adapted throughout the archipelago.
Keywords: board game, oral communication, Malaysian cultures, innovation, archipelago
INTRODUCTION
Oral communication skills are an essential element in the development of the self, society, and the nation. In this
increasingly challenging era of globalisation, the ability to communicate clearly and effectively orally is not only
needed in personal contexts but also critical in social and professional settings. In Malaysia, a country consisting
of various races, languages, and cultures, oral communication skills become even more significant as they serve
as a bridge to unite communities of different backgrounds. The diversity of ethnic groups, such as the Malays,
Chinese, Indians, and other ethnic minorities, presents its own challenges in terms of communication, but at the
same time, it also opens vast opportunities to foster more effective and harmonious communication.
However, among individuals, especially the students in higher education institutions, there are still some who do
not master oral communication skills effectively. This weakness is also accompanied by a lack of knowledge
about the cultural diversity that exists in the country. This situation is a problem that needs to be addressed
because having effective oral communication requires not only the ability to convey information clearly but also
a deep understanding of the surrounding cultural and social contexts.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 653
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Effective communication encompasses the ability to convey information clearly, listen actively, and adjust
language according to social and cultural contexts (Canale & Swain, 1980). In today’s increasingly advanced
and digital world, the use of technology such as social media, text messaging, and online communication
applications is widespread. This has led to a tendency among the students to reduce direct or face-to-face
interaction. Such circumstances have the potential to affect their oral communication skills since digital
communication does not involve body language, tone of voice, and facial expressions, which are essential
elements of oral communication. Therefore, the main challenge in today’s formal education is how to provide a
learning environment that encourages the students to develop and use oral communication skills actively and
meaningfully.
Moreover, deep cultural knowledge plays a critical role in strengthening communication. Understanding local
customs, norms, and cultural values not only improves communication skills but also fosters respect and empathy
towards others (Hall, 1976). In Malaysia’s pluralistic society, strengthening knowledge of cultural diversity plays
an important role in reducing prejudice and fostering social harmony.
Nevertheless, the existing education system in Malaysia is still heavily oriented towards traditional exam-based
and rote-learning approaches, which give little room for the students to actively practise oral communication in
an enjoyable setting (Ministry of Education Malaysia, 2013). So, there is an urgent need to find alternative
approaches that can integrate the aspects of interactive learning, cultural education, and communication
stimulation more effectively and engagingly.
In this context, the use of locally cultured board games is seen as an innovative and promising tool to enhance
the students’ oral communication skills and cultural knowledge. Board games not only stimulate the students’
interest and motivation but also provide opportunities to interact, think critically, and communicate in a relaxed
and enjoyable environment (Salen & Zimmerman, 2004). This game-based learning approach aligns with
Vygotsky’s (1978) social learning theory, which emphasises that learning occurs socially through interaction
with others and their environment.
Thus, this study focuses on the effectiveness of specially designed board games in strengthening oral
communication and knowledge of Malaysian cultures among the diploma students at a public university in
Melaka. It also aims to test the extent to which this informal learning approach can produce students who are not
only proficient in oral communication but also possess a deep understanding and appreciation of the nation’s
cultural heritage.
The main issues identified in this study include the lack of knowledge of Malaysian cultures among the students,
the weaknesses in oral communication, especially among non-native speakers, and the limitations of traditional
pedagogical approaches in stimulating active student engagement. Therefore, this study aims to address these
challenges through the development of an interactive and enjoyable board game model as a more engaging and
effective learning support tool.
LITERATURE REVIEW
Previous studies have shown that board games support interactive, social, and constructivist learning, and they
are effective in enhancing language proficiency and cultural understanding.
Game-Based Learning
Game-based learning has gained wide attention in modern education as an effective pedagogical approach to
increase the students’ motivation and engagement (Gee, 2003; Prensky, 2007). Through this approach, the
students learn actively by simulating real-life situations, building strategies, making decisions, and
communicating effectively with their peers in an enjoyable and non-threatening environment. A study by Ahmad
Afandi et al. (2024) emphasised that board games have the potential to be used as innovative teaching tools to
foster cultural understanding and shape the students’ identity.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
Page 654
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Social Learning and Constructivist Theory
According to Vygotsky (1978), learning is a social process that occurs through interaction between individuals,
their environment, and others. His theory highlights the concept of the Zone of Proximal Development (ZPD),
where learners can reach higher levels of learning with the assistance of their peers or more knowledgeable
individuals. In this context, board games provide an appropriate medium for social interaction, teamwork, and
collaborative learning.
Meanwhile, Piaget (1973), in his constructivist theory, stressed that learning occurs when individuals construct
their own knowledge based on experiences and active interaction. Board games offer constructivist learning
opportunities by allowing the students to experience learning situations directly and reflect on those experiences.
Board Games in Language and Cultural Learning
The use of board games in language and cultural learning not only enhances oral communication skills but also
expands vocabulary and fosters an understanding of norms, customs, and cultural values of society. According
to Anderson and Krathwohl (2001), effective learning occurs when cognition and social interaction are combined.
In Malaysia, culture-based trivia board games play an important role in introducing the students to the richness
of local cultures such as dialects, history, and traditions. Studies have also shown that such games stimulate
interaction among the students from diverse ethnic and cultural backgrounds. This not only helps foster unity
but also nurtures respect and tolerance among the younger generation, aligning with the nation’s aspirations to
build a cohesive and harmonious society.
RESEARCH METHODOLOGY
This section provides a detailed description of the research design, the research questions that guided the study,
the limitations encountered during the research process, the instruments used for data collection, the procedures
implemented, and the theoretical framework that shaped the direction of this study. All these elements are
interconnected and play a vital role in ensuring that the study is conducted systematically, comprehensively, and
methodologically sound.
Research Design
This study employed a descriptive approach that combined both quantitative and qualitative methods within an
integrated research framework. This mixed-methods approach was chosen because it offers flexibility in data
analysis. Quantitative methods helped obtain measurable and analysable numerical and statistical data, while
qualitative methods allowed researchers to gain a deeper understanding of participants’ meanings, experiences,
and perceptions. Through this approach, the researchers were able to obtain a comprehensive picture of the
effectiveness of board games on key aspects such as oral communication skills, cultural knowledge, and social
interaction among the students.
Research Questions
This study was designed to answer three main research questions:
1. To what extent do board games improve oral communication skills among the students?
2. How do board games help increase the students’ knowledge of Malaysian cultures?
3. What is the impact of board games on the students’ social interaction?
Limitations of the Study
A total of 40 diploma students from a public university in Melaka were selected using purposive sampling, as
recommended by Creswell (2014). The participants were chosen based on diverse ethnic backgrounds and
different fields of study to ensure that the research would be inclusive and representative.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
ISSN No. 2454-6186 | DOI: 10.47772/IJRISS | Volume IX Issue X October 2025
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Research Instruments
Several instruments were used to collect data. Pre- and post-game questionnaires using a five-point Likert scale
were administered to assess changes in oral communication skills and cultural knowledge. Direct observation
during the board game sessions was conducted to record the students’ interactions, language use, and level of
engagement. In addition, semi-structured interviews with the selected participants allowed the researchers to
collect more detailed qualitative data regarding the students’ learning experiences.
Research Procedure
The study was conducted over two main sessions across two consecutive weeks. In the first session, a pre-game
questionnaire was distributed to identify the students’ initial levels. Next, the students played the board game in
small groups, and the researchers observed the activity. In the second session, a post-game questionnaire was
distributed, followed by interviews to gather deeper insights into the participants’ views.
Theoretical Framework
This study was guided by Vygotsky’s (1978) social learning theory, which emphasises the importance of social
interaction in cognitive development, and Piaget’s (1973) constructivist theory, which posits that learning occurs
actively when learners build knowledge through experience. Board games were used as an interactive
pedagogical medium, providing opportunities for the students to construct meaning collaboratively, interact with
their peers, and express their ideas orally in an enjoyable environment.
DATA ANALYSIS
In this study, data were analysed using both quantitative and qualitative approaches to obtain a comprehensive
picture of the effects of board games on the students’ communication skills and cultural knowledge. Quantitative
data were analysed using descriptive statistics such as mean and standard deviation, as well as paired t-tests to
identify differences between pre- and post-game scores. Meanwhile, qualitative data were analysed in depth
using thematic analysis techniques based on semi-structured interview transcripts and observation notes
collected during the game sessions.
Quantitative Analysis
The questionnaire results revealed a significant increase in both oral communication skills and cultural
knowledge among the participants after engaging in the board game activity. The paired t-test showed a p-value
< 0.05, indicating that the differences between pre- and post-scores were statistically significant. The average
score for oral communication skills increased from 3.2 to 4.1, while the average score for cultural knowledge
rose from 2.9 to 4.0. This proves that using board games as a learning medium positively impacted the students’
communication skills and broadened their understanding of Malaysian cultures.
Observation
Throughout the observation, it was found that the students participated actively and demonstrated high
engagement during the activity. They frequently switched between Malay and English, reflecting the game’s
effectiveness in fostering bilingual communication in daily interactions. The students exchanged ideas, voiced
their opinions confidently, and gave constructive feedback to teammates. The game indirectly nurtured
collaboration, which created a spirit of healthy competition and encouraged practical language use in an
enjoyable setting. When answering trivia questions related to Malaysian cultures, the students showed their
enthusiasm, eagerness to understand, and strong curiosity about each element presented.
Interviews
Based on the interview answers, most participants expressed that the game was not only enjoyable but also
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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provided meaningful learning values. Several students admitted that they had just learned about certain aspects
of Malaysian cultures that they previously did not know. The game opened their minds to the nation’s cultural
diversity. Furthermore, they felt that their communication skills had improved, as the activity required active
interaction, teamwork, and the ability to ask questions, explain information, and respond spontaneously in a
mutually understood language. This approach clearly proved effective in enhancing cultural awareness among
the students.
FINDINGS
The findings of this study align with Vygotsky’s (1978) social learning theory, which emphasises that the most
effective learning occurs through active social interaction. In this process, individuals are given opportunities to
communicate, collaborate, and receive guidance from their peers or more knowledgeable individuals. In addition,
the results also correspond with Piaget’s (1973) constructivist theory, which asserts that learners build knowledge
through personal experience, exploration, and interaction with their environment. In this context, the use of board
games as a learning aid functions as an interactive and conducive medium to support both constructivist and
social learning approaches. Board games not only stimulate the students’ thinking but also encourage group
learning, allowing them to exchange perspectives, solve problems collectively, and reflect on their experiences.
Thus, this approach strengthens meaningful learning rooted in real-life experiences, which is in line with the
views of Vygotsky (1978) and Piaget (1973).
The use of board games in cultural learning plays an important role in fostering the students’ interest and
enthusiasm in gaining deeper knowledge of Malaysia’s cultural diversity. It also contributes to shaping national
identity and self-awareness among the younger generation. Through board games specifically designed for
cultural education, the students can learn more engagingly and interactively, which in turn improves memory
retention and understanding of local values and heritage. Moreover, given Malaysia’s multi-ethnic background,
this approach has the potential to cultivate respect and appreciation for one another’s cultures, contributing to
greater unity and tolerance in a plural society.
Nevertheless, several challenges must be addressed to ensure the effective use of board games in learning
sessions. Among them are time constraints, which may not be sufficient to fully achieve the learning objectives.
Furthermore, the role of experienced facilitators is essential to ensure that the activity is conducted in a structured
way and has a positive impact on the students. Careful planning and adequate resources are therefore necessary
to guarantee the success of this learning method in the context of cultural education.
Improvement in Oral Communication Skills
Observation results showed that the students became more confident in speaking, interacting, and expressing
opinions in a fun environment. The post-game questionnaire revealed an average increase of 28% in
communication confidence.
Examples of observations:
1. Student A, who initially appeared passive, became more active in answering and challenging other
participants after the second round.
2. Student B, who used to avoid speaking in front of the class, began volunteering to share her opinions
during the game’s discussion activities.
3. Student C showed improvement in interaction by encouraging teammates and suggesting strategies
during the game.
Improvement in Cultural Knowledge
The trivia questions in the game covered topics such as traditional foods, customs, and Malaysian geography.
85% of the participants reported that they gained a better understanding of Malaysia’s cultural diversity after
playing.
INTERNATIONAL JOURNAL OF RESEARCH AND INNOVATION IN SOCIAL SCIENCE (IJRISS)
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Specific findings include:
1. 90% of the participants learned about the wedding custom of bersanding after the session.
2. 75% of the participants recognised the differences in traditional clothing across ethnic groups.
Promotion of Social Interaction
The game required the participants to collaborate on strategies, negotiations, and moral support. This
significantly strengthened social relationships among the students from different courses and ethnic backgrounds.
Interview excerpts:
1. “I had never talked to friends from the other class, but today we worked together and had fun laughing.”
2. “At first, I felt awkward since I didn’t know them, but once we had to discuss strategies together, it felt
like we’d known each other for a long time.”
3. “Usually, I only hang out with my classmates, but through this game, I met many new friends from other
courses. It was fun to play in a different group.”
Implications of Observations
Board games are increasingly recognised as a highly interactive medium with great potential to support learning
processes, especially through approaches that combine informal learning elements with game characteristics.
This approach provides a more relaxed and enjoyable learning environment, reducing reliance on conventional
teacher-centred methods. Through the hands-on experience offered by board games, the students can explore
learning content more naturally, which enhances motivation and interest in a subject. Moreover, the less formal
atmosphere helps to reduce the pressure which often present in classroom settings. The social interaction that
occurs during play also helps to strengthen the students’ soft skills such as effective communication, critical
thinking, collaboration, and problem-solving abilities. Therefore, this approach not only contributes to cognitive
development but also supports character building and holistic social competence.
CONCLUSION
Overall, this study demonstrates that Malaysia’s culture-based board games have a positive impact on the higher
education students. The findings show that using games as a learning method can enhance various essential skills
among the students, particularly oral communication skills. Through active participation in the game, the
students trained themselves to communicate more confidently, clearly, and effectively, especially when
interacting in groups. This activity also created a more relaxed and enjoyable learning environment, thereby
reducing the stress and anxiety that are often associated with formal communication situations.
Beyond being a mere communication tool, the game also effectively enhanced the students’ knowledge and
awareness of various aspects of local cultures. The cultural elements embedded in the game’s design provided
indirect yet meaningful exposure to Malaysia’s history, customs, language, traditional food, performing arts, and
the values of a multi-ethnic society. This approach made cultural learning easier to understand, more engaging,
and closely related to the students’ experiences. In addition, the game bridged gaps between the students of
different backgrounds—whether in terms of ethnicity, different religions, or fields of study—thus creating more
harmonious and inclusive social interactions in higher education institutions.
From a theoretical perspective, this study supports the view that learning is a social and constructive process,
consistent with social learning theory and constructivism. This means the students build new knowledge through
interactive experiences with their peers and meaningful learning materials. The culture-based board game
provided a platform for such active and reflective knowledge-building. From a practical perspective, the findings
confirm that effective learning is not necessarily confined to classrooms or lecture-based approaches. Instead,
interactive methods like games can stimulate the students’ interest, encourage critical thinking, and nurture
holistic soft skills.
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However, to gain a clearer picture of the long-term impact of this game, further studies are needed. Longitudinal
research will allow scholars to examine changes in attitudes, understanding, and cultural identity formation
among the students over time. Moreover, the effectiveness of the game in cultivating appreciation for Malaysia’s
cultural heritage can be assessed more systematically. This research can also be expanded to different contexts,
including primary and secondary education, local communities, families, corporate sectors, and the tourism
industry. Such an innovative approach has the potential to be adapted and applied not only nationally but also
across the broader archipelago, in efforts to promote and preserve cultural heritage interactively and effectively.
If this approach is expanded and integrated with digital technology, such as mobile applications or online learning
platforms, the cultural board game can attract more users and increase accessibility. Indirectly, this will elevate
the prominence of Malaysian cultural heritage within a technology-savvy modern society. It is hoped that this
innovative approach will catalyse strengthening national identity and will instill a deeper appreciation for local
culture among today's and future generations.
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