Interactive Games: A Fun Solution to Increase Student Interaction and Engagement in Learning Arabic Language

Abstract

The use of interactive games in Arabic language teaching is in line with the need to develop teaching strategies that are in line with the digital era. Arabic language teaching becomes more interesting and more successful in developing students' overall language proficiency when interactive games are used. The main objective of this study was to test the effectiveness of using interactive games in increasing student interaction and engagement in Arabic language learning. This study is expected to be a reference for teachers and education practitioners in creating an active and participatory learning atmosphere. This study uses the Classroom Action Research (CAR) method with the Kemmis and McTaggart model. This study was conducted in two cycles consisting of the following stages: planning, action, observation, and reflection. This model is used to evaluate the effectiveness of implementing interactive games in increasing student interaction and engagement in Arabic language learning. Data collection techniques were carried out using questionnaires and direct observation. The results of this study indicate that only 60% of students were fully involved in class during cycle I, while only 65% actively participated in debates and game activities. This low figure is due to students' inability to understand the game mechanism and the lack of original learning strategies. However, after refining the approach in cycle II, class engagement jumped to 90% and student participation increased to 85%. Modifications such as simplifying the game rules, incorporating rewards such as prizes and trophies, and blending social and competitive aspects have all been successful in increasing student interest and engagement. Furthermore, students' average score on the Arabic comprehension test increased from 70 in cycle I to 85 in cycle II, indicating that interactive game-based learning improves students' cognitive understanding in addition to students' social and emotional engagement.