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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
Playlearn Adventure Series
*1
Melissa Khor Suan Chin,
2
Wee Siew Ping
1
General Studies Department, Politeknik Kota Bharu, Kelantan.
2
Mathematics, Science and Computer Department, Politeknik Kota Bharu
*Corresponding Author
DOI: https://dx.doi.org/10.47772/IJRISS.2025.925ILEIID000013
Received: 23 September 2025; Accepted: 30 September 2025; Published: 04 November 2025
ABSTRACT
The Play learn Adventure Series is an educational innovation designed to transform the teaching and learning
of English into a more engaging, interactive, and effective experience. Developed as a response to the
persistent challenges faced by learners such as low motivation, lack of vocabulary, limited confidence, and
poor classroom participation, the innovation adopts a game-based approach to language learning. The product
consists of a specially designed controller board, a set of numbered tiles, and exercise booklets that cover
essential areas of vocabulary, grammar, and everyday expressions. Its unique feature lies in a self-checking
mechanism, where students match questions with answers using the tiles and validate their responses by
flipping the board to reveal symmetrical colour patterns, making the learning process both playful and self-
directed. By combining visual, tactile, and cognitive elements, the Playlearn Adventure Series creates a
multisensory learning experience that enhances retention, reduces anxiety, and promotes learner autonomy.
Beyond improving language skills, the tool fosters active participation, peer collaboration, and confidence-
building, aligning with the goals of 21st-century education that emphasize creativity, communication, and
critical thinking. Designed with simplicity and versatility in mind, the Playlearn Adventure Series is
lightweight, reusable, and adaptable, allowing it to be seamlessly implemented across different classroom
environments and levels of proficiency. With its originality, inclusivity, and strong potential for broader
application, the Playlearn Adventure Series represents a significant step forward in redefining English
language learning and fostering positive educational outcomes.
Keywords: Game-Based Learning; English Language Innovation; Multisensory Learning; Learner
Engagement; Educational Tools
INTRODUCTION
English proficiency has long been recognized as a vital competency in education and global communication. In
Malaysia, it is particularly important for students in Technical and Vocational Education and Training (TVET)
institutions, where language skills are closely tied to employability and professional mobility. However, many
learners continue to perceive English as a difficult and intimidating subject, largely due to limited opportunities
for active engagement and meaningful practice. Conventional approaches—relying heavily on memorization
and teacher-centred delivery—often fail to capture students’ interest or provide them with the confidence to
use English in authentic contexts. As a result, there is a growing demand for innovative, student-centred
methods that not only enhance language proficiency but also foster motivation, confidence, and active
participation.
Recent research has demonstrated the effectiveness of game-based learning in enhancing language acquisition.
Studies indicate that learners who engage with game-based methods show marked improvements in linguistic
competencies such as vocabulary acquisition, grammar comprehension, and communication skills (Zhou,
2024). These findings reinforce the importance of incorporating interactive strategies into English instruction,
particularly for learners who struggle with traditional, text-heavy approaches.
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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
In line with the broader goals of 21st-century education, language learning today must also support the
development of creativity, collaboration, problem-solving, and learner autonomy. These competencies are
essential for TVET students who are preparing to enter industries where effective communication is as crucial
as technical expertise. Against this backdrop, innovations that integrate play, interactivity, and multisensory
engagement provide a powerful avenue for reimagining English instruction. It is within this context that the
Play learn Adventure Series was developed, offering a fresh, practical solution to support both language
development and learner empowerment.
Problem Statement
For TVET learners, the persistent challenge lies in vocabulary acquisition and retention. Despite years of
formal instruction, many students enter higher education with a limited vocabulary base, which restricts their
ability to comprehend texts, express ideas, and participate in classroom communication. This issue is
compounded by low confidence and lack of motivation, both of which further reduce students’ willingness to
engage with the language.
The consequences of this challenge extend beyond the classroom. In an increasingly competitive workforce,
insufficient vocabulary proficiency and lack of confidence place TVET graduates at a disadvantage in
industries that demand effective communication, teamwork, and adaptability. This misalignment between
instructional practices and learner needs risks leaving students underprepared for both academic success and
professional advancement.
Existing materials rarely address these issues holistically. Many instructional resources neglect the affective
dimensions of language learning—such as reducing anxiety, building motivation, and encouraging learner
autonomy—which are critical for sustained progress. Therefore, there is a clear need for an innovative solution
that combines interactivity, multisensory engagement, and self-directed learning to make vocabulary
acquisition more effective, enjoyable, and confidence-building. The Playlearn Adventure Series was developed
to meet this need.
Objectives
The Playlearn Adventure Series was developed with the primary aim of transforming English language
learning into an active, engaging, and empowering process for students. The innovation seeks to improve
vocabulary mastery by providing learners with repeated exposure to words and expressions through structured,
game-based activities. Research indicates gamified applications are particularly effective in enhancing
motivation and engagement among language learners. Self-correction strategies can benefit primary students'
math learning, with self-efficacy playing an important role in the process (Soo & Ng, 2021).
At the same time, it strives to boost students' confidence and reduce anxiety by offering a playful, non-
threatening environment where they can practice freely without fear of embarrassment or failure. By doing so,
the product encourages active classroom participation, shifting the focus from teacher-led instruction to
student-centred interaction. Another key objective is to foster learner autonomy through its built-in self-
checking mechanism, which allows students to monitor their own performance and learn from mistakes
independently. Game-based self-regulated learning has been recognized as an effective approach to language
education, particularly in developing students' ability to manage their own learning processes (Zhang, R.,
Cheng, G. & Chen, X. (2020).
Finally, the Playlearn Adventure Series was designed with practicality and sustainability in mind. Its durability,
portability, and adaptability make it a tool that can be reused across multiple contexts and integrated
seamlessly into different levels of education. Collectively, these objectives align with national educational
goals to nurture confident, competent, and motivated English users who are equipped with the skills to thrive
academically and professionally.
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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
PRODUCT DESCRIPTION & METHODOLOGY
The Playlearn Adventure Series is a game-based educational toolkit specifically designed to address the
challenges of low motivation, weak vocabulary retention, and limited confidence among English language
learners. Unlike conventional methods that emphasize memorization, this innovation employs interactive,
multisensory engagement to create a dynamic learning environment. Multisensory learning approaches have
been shown to significantly enhance vocabulary acquisition and retention, as they engage multiple pathways in
the brain simultaneously (Kazu, I.Y., & Kuvvetli, M. (2023).
The product consists of four core components that work together to make learning both practical and
enjoyable: a controller board with a transparent lid and patterned backing, a set of numbered tiles with vibrant
geometric designs, an exercise booklet containing structured vocabulary and grammar-based activities, and a
self-checking mechanism that validates correct answers through symmetrical colour patterns when the board is
flipped. This unique feature transforms the checking process into an engaging puzzle, providing immediate
feedback and encouraging students to self-correct.
The integration of visual, auditory, and kinaesthetic elements reflects current understanding of multisensory
learning benefits. Research demonstrates that children learn words more effectively when they associate
spoken names with corresponding visual or tactile experiences, creating multiple "anchors" that improve
retention in memory (Di Fuccio, R. et al. (2024). The tactile manipulation of numbered tiles, combined with
visual pattern recognition, engages different learning modalities simultaneously, making the tool inclusive for
students with various learning preferences.
The development process followed the five stages of the Design Thinking Model—Empathize, Define, Ideate,
Prototype, and Test. In the empathize phase, the research team observed English classes, interviewed students
and lecturers, and conducted surveys to identify the most pressing challenges in language learning. The data
revealed recurring issues such as poor vocabulary retention, lack of interest, and low self-esteem in using
English. In the define phase, these issues were synthesized into a clear problem statement: the need for an
engaging and confidence-building platform that supports both individual and collaborative learning. During the
ideate phase, brainstorming sessions generated multiple potential solutions, with the idea of a physical, game-
based toolkit emerging as the most practical and impactful. The prototype phase involved creating the first
version of the controller board, tiles, and exercise booklet, ensuring they were safe, durable, and easy to use in
a classroom setting. Finally, in the test phase, the prototype was tested in classroom environments to refine its
functionality and ensure it met the intended objectives.
The methodology of using the product is simple yet highly effective. Students work either individually or in
small groups by placing the transparent lid of the controller board over an exercise page. They then read the
questions provided, select the corresponding numbered tiles, and place them on the answer section. Once
completed, the board is closed and flipped, and the arrangement of the tiles produces a geometric colour
pattern. If the pattern is symmetrical and correct, the answers are accurate; if not, students are encouraged to
revisit their choices and try again. This process not only promotes active learning and problem-solving but also
reinforces vocabulary retention through repetition, immediate feedback, and visual association.
Designed for practicality, the Playlearn Adventure Series is lightweight, reusable, and requires no
technological infrastructure, making it accessible even in resource-limited classrooms. It can be used
flexibly—as a warm-up activity, as a main teaching tool, or as a revision exercise. Its adaptability also means
that the exercise booklet can be expanded to include other topics, language domains, or even different subjects.
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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
By combining functionality, creativity, and inclusivity, the Playlearn Adventure Series provides educators with
a versatile and impactful tool for enhancing English language education.
Figure 1 Play learn Adventure Series
Potential Findings and Commercialisation
The Play learn Adventure Series offers strong potential to generate meaningful educational outcomes while
positioning itself as a commercially viable innovation in the teaching and learning sector. One of the most
significant anticipated findings is its ability to improve learners' vocabulary retention and overall English
proficiency through interactive, game-based engagement. Research demonstrates that digital game-based
learning significantly improves vocabulary acquisition skills, with students showing better retention when
learning is combined with engaging, interactive elements (Kazu, I.Y., & Kuvvetli, M. (2023).
By creating a positive and playful learning environment, the innovation is expected to reduce students' fear and
anxiety in using English, helping them to build confidence and participate more actively in class. Studies have
shown that game-based learning environments can effectively reduce language anxiety while simultaneously
improving learning outcomes (Anane, Chiraz. (2024). The built-in self-checking mechanism also encourages
independent learning, enabling students to take responsibility for their progress while reducing over-reliance
on teacher intervention. These outcomes directly address the core issues of low motivation, poor engagement,
and lack of practice opportunities that currently hinder English language acquisition among students.
Beyond the classroom impact, the Playlearn Adventure Series is designed with practical scalability in mind. Its
lightweight, durable, and reusable design makes it an effective tool not only for polytechnic students but also
for learners at primary, secondary, and even international levels. The exercises can be adapted for different age
groups, learning outcomes, and subject areas, making the innovation versatile across multiple educational
domains. Its low dependency on technology makes it especially suitable for schools in resource-limited
contexts, ensuring inclusivity and wide applicability.
In terms of commercialisation, the product demonstrates high market potential. It can be mass-produced at a
reasonable cost and offered to educational institutions, language centres, and private learning providers. Its
modular design allows for continuous expansion, such as the addition of new exercise booklets or subject-
specific content, creating long-term commercial opportunities. With copyright protection already secured
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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
(CRLY2024C04400), the Playlearn Adventure Series is well-positioned for commercial rollout both locally
and internationally. Its unique blend of fun, functionality, and pedagogical effectiveness distinguishes it from
existing teaching aids, making it competitive in the growing market for innovative educational tools.
By combining proven learning impact with scalability and commercial viability, the Playlearn Adventure
Series stands as both a solution to pressing educational challenges and a promising product for the broader
education industry.
NOVELTY AND RECOMMENDATIONS
The Playlearn Adventure Series distinguishes itself through its originality and practical approach to solving
real classroom challenges. Unlike conventional teaching aids that rely heavily on rote memorization or digital
platforms requiring technological infrastructure, this innovation combines physical gameplay, multisensory
engagement, and an immediate self-checking mechanism into a single, compact system. Its most distinctive
feature is the use of symmetrical colour-pattern validation, which transforms answer checking into a visual
puzzle. This design not only makes learning enjoyable but also enables students to verify their own progress,
thus fostering autonomy and intrinsic motivation.
The tactile interaction with numbered tiles, coupled with vibrant visuals, appeals to multiple learning styles,
making the tool inclusive for students with different cognitive preferences and proficiency levels. Research
supports the effectiveness of multisensory approaches, particularly for students with learning difficulties,
showing that low academic students tend to perform better when teachers employ multisensory activities in
their learning processes (Sapi’ee & Tan (2020). This inclusive design ensures that the Playlearn Adventure
Series can benefit diverse learners, including those who may struggle with traditional teaching methods.
Another aspect of novelty lies in its versatility and adaptability. While it was designed to address English
language learning, the product's modular structure allows for expansion into other subjects and educational
domains. With tailored exercise booklets, the same game mechanism could be applied to mathematics, science,
or even vocational skills training, thereby multiplying its value and applicability. Its emphasis on low-cost,
durable, and reusable materials also sets it apart from digital solutions, ensuring accessibility for schools in
rural or under-resourced contexts.
Looking ahead, several recommendations can guide the future trajectory of this innovation. First, expanding
the content library with thematic exercise sets—covering areas such as technical English, workplace
communication, and advanced grammar—would increase its relevance for different learner groups. Future
extensions could also include cross-disciplinary content, such as basic mathematics and science vocabulary, to
support holistic learning within TVET contexts.
Second, aligning the Playlearn Adventure Series with established pedagogical frameworks such as 21st-century
skills, the TPACK model, or inquiry-based learning would strengthen its theoretical grounding and highlight its
broader educational impact. In addition, conducting larger-scale studies across various institutions would
provide more comprehensive evidence of its effectiveness and inform refinements in both design and
pedagogy. The mixed findings in gamification research suggest that careful evaluation and adaptation are
crucial for maximizing its long-term impact (Luo, Z., 2023).
Third, strategic partnerships with educational publishers and technology providers could lead to hybrid
versions that integrate the physical game with digital tracking systems—such as QR codes, mobile
applications, or teacher dashboards—to provide real-time analytics without losing the tactile and collaborative
essence of play. Furthermore, accessibility features such as larger tiles, simplified interfaces, and optional
audio or braille components can enhance inclusivity for students with learning difficulties or visual
impairments.
Finally, long-term engagement strategies should include regular updates of exercise booklets and gameplay
patterns to prevent “game fatigue” and maintain learner motivation. Commercialisation efforts should also
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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)
ISSN: 2454-6186 | DOI: 10.47772/IJRISS
Special Issue | Volume IX Issue XXV October 2025
focus on scalability and international collaboration, as the Playlearn Adventure Series possesses strong
potential to reach global markets through partnerships with educational publishers and edtech firms.
In summary, the Playlearn Adventure Series is not merely another teaching aid but a unique, adaptable, and
forward-looking innovation that redefines how language—and potentially other subjects—can be taught. With
continued enhancement, alignment to pedagogical frameworks, and strategic partnerships, it holds the promise
of reshaping classroom practices, empowering learners, and setting new benchmarks for creative, inclusive,
and sustainable educational solutions.
ACKNOWLEDGEMENTS
The team would like to express sincere appreciation to Politeknik Kota Bharu for the continuous support and
encouragement in the development of the Playlearn Adventure Series. Special thanks are extended to our
colleagues and students whose valuable feedback and participation have contributed significantly to the
refinement of this innovation.
REFERENCES
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2. Di Fuccio, R., Ponticorvo, M., Nadim, M. A., & Limone, P. (2024). Exploring the effect of digital and
multisensory educational materials on retention in primary school using Tangible User Interfaces.
Interactive Learning Environments, 33(4), 2928–2938. https://doi.org/10.1080/10494820.2024.2427277
3. Kazu, I.Y., & Kuvvetli, M. (2023). A triangulation method on the effectiveness of digital game-based
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