Enhancing English Proficiency in Non-Native Speaking Children Through Design Thinking-Driven Game-Based Learning App

Abstract

This paper describes the interaction between the design thinking process and design sprint activities in developing a game-based learning (GBL) app for teaching English to non-native speaking children in a Borneoan state of Malaysia. The research gap in GBL app development lies in the absence of a structured framework for integrating children's preferences and attitudes towards the subject into the app design. While design thinking presents an iterative, human-centred strategy for comprehending learning challenges among non-native speakers, its application in GBL tool development is inadequately explored. The study's objective is to investigate the potential of design thinking in fostering a fun and educational game app for improving vocabulary acquisition. Collaborating with a rural school, design thinking activities were performed to capture requirements and refine game features. Interviews, observations, artifact analysis, and surveys facilitated personalized user input. Pre- and post-tests gauged the tool's impact, with data collected during the design stages, assessing usability, user satisfaction, and involvement. The study's outcome is projected to illuminate design thinking's efficacy in shaping GBL tools and extracting user requisites, contributing to educational technology by highlighting its constructive role in creating engaging learning solutions.