Perceptions and Dominant Factors of Blooket as a Game-based Learning Tool among Vietnamese Non-English Majored Students
Keywords:
Blooket, game-based learning, student engagement, English language learning, Vietnamese students
Abstract
This study examines Vietnamese non-English major students' perceptions of Blooket, a game-based learning tool for English language education. Using a mixed-methods approach based on Asniza et al.'s (2021) framework, researchers collected survey data and conducted interviews to assess factors affecting student engagement. Quantitative results identified classroom control and time allocation as primary influential factors, with peer interaction and class size having moderate impact. Qualitative findings revealed students preferred blended learning approaches that integrate Blooket with traditional teaching methods. Students valued Blooket for enhancing engagement and motivation but expressed concerns about its limited ability to reinforce knowledge and its varying effectiveness across learning contexts and individual preferences. The study emphasizes that while game-based tools can improve engagement, their implementation requires careful consideration of both pedagogical and logistical factors. For optimal outcomes, educators should adopt a balanced approach that integrates digital tools with traditional methods while accounting for student preferences, classroom dynamics, and content requirements.
References
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Akindele, J., Fabunmi, V., & Akano, R. (2023). Use of Information Communication Technology in Spoken English learning in selected Public and Private Secondary Schools ESL Classroom. International Journal of Multilingualism and Languages for Specific Purposes, 5(1), 69-94.
Al-Tamimi, A. S., & Bin-Hady, W. A. R. (2024). AI Technology in The ESP Context: Uses and Concerns among Architectural Engineering Students at Hadhramout University. International Journal of Multilingualism and Languages for Specific Purposes, 6(2), 57-75.
Asniza, I. N., Zuraidah, M. O. S., Baharuddin, A. R. M., Zuhair, Z. M., & Nooraida, Y. (2021). Online game-based learning using Kahoot! To enhance pre-university students' active learning: A students' perception in Biology classroom. Journal of Turkish Science Education, 18(1), 145-160.
Aynsley, S. A., Nathawat, K., & Crawford, R. M. (2018). Evaluating student perceptions of using a game-based approach to aid learning: Braincept. Higher Education Pedagogies, 3(1), 478-489.
Benmouhoub, L., & Boukhedimi, Y. (2019). Towards a Dynamic Approach to Assessing Students' Critical Thinking Skills in Higher Education. Revue Traduction et Langues, 18(2), 115-128.
Chanh, N. H. (2021a). Simile as an effective literary device in the Vietnamese-English translation equivalent. REiLA: Journal of Research and Innovation in Language, 3(2), 115-123.
Chanh, N. H. (2021b). Aiding the translation process with affixal analysis–a case study in "The Old Man and The Sea". Ho Chi Minh City University of Education Journal of Science, 18(4), 592-603.
Chanh, N. H. (2023). Enhancing EFL Vietnamese students' communicative competence through selected speaking strategies. REiLA: Journal of Research and Innovation in Language, 5(1), 17-31.
Chao, Y. C., Chang, Y. C., Wu, H. C., & Lin, H. (2020). Instructor facilitation and its impact on student engagement in game-based language learning environments in East Asian contexts. Educational Technology Research and Development, 68(6), 3385-3406. https://doi.org/10.1007/s11423-020-09823-z
Chen, L. H., & Wu, C. (2020). Self-regulated learning and engagement in game-based environments: An empirical study of primary and secondary school students. Interactive Learning Environments, 28(7), 796-812. https://doi.org/10.1080/10494820.2018.1541908
Dang, T. T., & Nguyen, H. T. (2021). Technological barriers to technology integration in Vietnamese higher education: A case study of teacher perceptions. International Journal of Educational Technology in Higher Education, 18(1), 1-20. https://doi.org/10.1186/s41239-021-00246-1
de Almeida Junior, Á. D., Bezerra, I. M. P., Alves, S. A. A., Tristan-Cheever, E., Salati, T., & Abreu, L. C. D. (2024). Construction and validation of an educational technology to promote the health of postmenopausal women with dry eye syndrome. European Journal of Investigation in Health, Psychology and Education, 14(6), 1700-1711.
Demir, K., & Karaarslan, E. (2023). Understanding student engagement with gamified learning platforms: The role of technological self-efficacy and prior digital experiences. Educational Technology & Society, 26(2), 108-123. https://doi.org/10.30935/ets.11918
Feldman, J., Monteserin, A., & Amandi, A. (2014). Detecting students' perception style by using games. Computers & Education, 71, 14-22.
Fernández-Río, J., Cecchini, J. A., & González-Víllora, S. (2022). Impact of game-based learning on social interaction skills and emotional well-being among university students. Educational Technology Research and Development, 70(1), 283-301. https://doi.org/10.1007/s11423-021-10056-x
García-Martínez, J. A., Rosa-Napal, F. C., Romero-Tabeayo, I., López-Calvo, S., & Fuentes-Abeledo, E. J. (2020). Digital tools and personal learning environments: An analysis in higher education. Sustainability, 12(19), 8180.
Goyal, S., & Krishnan, V. (2022). Multimodal approaches to language learning: The complementary role of digital games and traditional resources. International Journal of Game-Based Learning, 12(4), 1-18. https://doi.org/10.4018/IJGBL.2022100101
Greener, S., & Wakefield, C. (2015). Developing confidence in the use of digital tools in teaching. Electronic Journal of E-Learning, 13(4), 260-267.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285.
Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game on: Exploring the effectiveness of game-based learning. Planning Practice & Research, 35(5), 589-604.
Henry, J., Li, F., & Arnab, S. (2024). On the pre-perception of gamification and game-based learning in higher education students: A systematic mapping study. Simulation & Gaming, 55(6), 985-1010.
Huynh, T. L., & Pham, T. N. (2021). Physical classroom environments and digital learning spaces: The diminishing influence of room layout in technology-enhanced education. Journal of Educational Spaces, 9(2), 45-57. https://doi.org/10.12973/edu-spaces.9.2.45
Iman, N., Ramli, M., & Saridewi, N. (2021). Kahoot as an Assessment Tool: Students' Perception of Game-based Learning Platform. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 245-259.
Jiang, M., & Henderson, C. (2021). Student resistance to game-based learning platforms: Exploring factors related to anxiety, performance, and learning preferences. Research in Learning Technology, 29(1), 2495-2510. https://doi.org/10.25304/rlt.v29.2495
Jin, Y., & Zhang, X. (2022). The role of digital game-based learning across the spectrum of knowledge acquisition: A comparative analysis of reinforcement versus concept introduction. International Journal of Educational Technology in Higher Education, 19(1), 1-23. https://doi.org/10.1186/s41239-022-00321-1
Khan, A., Egbue, O., Palkie, B., & Madden, J. (2021). Digital games and intercultural communication: Breaking barriers in multinational educational settings. Computers & Education, 167, 104149. https://doi.org/10.1016/j.compedu.2021.104149
Kim, S., & Castelli, D. M. (2021). Effects of gamification on behavioral change in education: A meta-analysis with moderating factors. Educational Psychology Review, 33(4), 1717-1747. https://doi.org/10.1007/s10648-021-09608-7
Lambert, J., & Moore, M. (2020). Gamified vocabulary acquisition in second language contexts: The limitations of enjoyment in educational games. Language Learning & Technology, 24(1), 107-126. https://doi.org/10125/44710
Liang, J., & Wu, S. (2022). Environmental determinants of digital game engagement: Distinguishing between collaborative and individual gaming contexts. Journal of Educational Computing Research, 60(1), 237-259. https://doi.org/10.1177/07356331211073067
Liao, Y. C., Huang, Y. C., & Chen, H. C. (2020). Cultural differences in the perceptions of peer interaction in digital learning environments: A comparative study across Asian countries. Computers & Education, 157, 103983. https://doi.org/10.1016/j.compedu.2020.103983
Lu, Y. L., & Lien, C. J. (2020). Are they learning or playing? Students' perception traits and their learning self-efficacy in a game-based learning environment. Journal of Educational Computing Research, 57(8), 1879-1909.
Martín-Sómer, M., Moreira, J., & Casado, C. (2021). Organizational prerequisites for effective implementation of game-based learning in higher education. The International Journal of Management Education, 19(1), 100456. https://doi.org/10.1016/j.ijme.2021.100456
Meirbekov, A., Maslova, I., & Gallyamova, Z. (2022). Digital education tools for critical thinking development. Thinking Skills and Creativity, 44, 101023.
Mellit, D., & Idri, N. (2019). The Impact of EFL Algerian University Students' Attitudes on Literary Texts Reading Motivation: The Case of Second Year English Students at Setif 2 University. Revue Traduction et Langues, 18(1), 98-114.
Mohammadi Zenouzagh, Z., Admiraal, W., & Saab, N. (2025). Empowering students' agentive engagement through formative assessment in online learning environment. International Journal of Educational Technology in Higher Education, 22(1), 1-26. https://doi.org/10.1186/s41239-024-00498-7
Montero-Fleta, B., & Pérez-Sabater, C. (2022). Optimal engagement times and diminishing returns in digital language games: A longitudinal study. ReCALL, 34(2), 143-160. https://doi.org/10.1017/S0958344022000015
Mucundanyi, G., & Woodley, X. (2021). Exploring free digital tools in education. International Journal of Education and Development using Information and Communication Technology, 17(2), 96-103.
Ng, S. F., Dawie, D. D. S. A., Chong, W. W., Jamal, J. A., Rahman, S. N. A. A., & Jamal, J. I. (2021). Pharmacy student experience, preference, and perceptions of gaming and game-based learning. Currents in Pharmacy Teaching and Learning, 13(5), 479-491.
Peralta, L. R., Forsyth, R., Lapi, N., Amon, K. L., Metsan, P., Wattelez, G., Chem, J., Galy, O., & Caillaud, C. (2025). Health literacy of adolescents' responses to a workshop focusing on food, nutrition, climate change and digital technology solution in Oceania: A multi-site pilot study in Vanuatu. BMC Public Health, 1-12. https://doi.org/10.1186/s12889-025-21865-7
Perera, V. H., & Hervás-Gómez, C. (2021). University Students' Perceptions toward the Use of an Online Student Response System in Game-Based Learning Experiences with Mobile Technology. European Journal of Educational Research, 10(2), 1009-1022.
Pham, Q. D., & Nguyen, T. H. (2021). Time allocation for educational technology integration in Vietnamese universities: Implications for digital literacy development. Asian Journal of University Education, 17(2), 246-261. https://doi.org/10.24191/ajue.v17i2.13412
Prendes-Espinosa, M. P., García-Tudela, P. A., & Solano-Fernández, I. M. (2021). The gamification paradox: Measuring the impact of educational games on knowledge acquisition versus conceptual understanding. Education and Information Technologies, 26(6), 7383-7405. https://doi.org/10.1007/s10639-021-10514-2
Ramírez-Montoya, M. S., McGreal, R., & Obiozor, W. E. (2022). Blended learning models for sustainable education: A systematic review of meta-analyses from 15 countries. Educational Research Review, 37, 100452. https://doi.org/10.1016/j.edurev.2022.100452
Rodrigues, H., Almeida, F., & Costa, C. J. (2022). Inclusive design in digital learning games: Addressing diversity in player preferences and abilities. Universal Access in the Information Society, 21(4), 985-997. https://doi.org/10.1007/s10209-021-00832-0
Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26(1), 53-64.
Sharma, K., & Madhavi, C. (2022). Digital learning platforms and autonomy development: A comparative analysis of game mechanics and their impact on self-directed learning. International Journal of Computer-Assisted Language Learning and Teaching, 12(3), 1-19. https://doi.org/10.4018/IJCALLT.292361
Sun, L., Ruokamo, H., Siklander, P., Li, B., & Devlin, K. (2021). Primary school students' perceptions of scaffolding in digital game-based learning in mathematics. Learning, Culture and Social Interaction, 28, 100457.
Tarigan, W. P. L., Kuswanto, H., & Tarigan, C. U. (2023). Local Potential-Integrated Augmented Reality Booklet to Facilitate Student's Curiosity and Learning Interest. Anatolian Journal of Education, 8(2), 195-206.
Tran, L. T., & Nguyen, N. T. (2021). Physical learning environments and student engagement with digital tools: A study of Vietnamese university classrooms.
Wang, W., Sun, R., Huang, L., & Swigart, V. (2019). Student perceptions of classic and game-based online student response systems. Nurse Educator, 44(4), E6-E9.
Akindele, J., Fabunmi, V., & Akano, R. (2023). Use of Information Communication Technology in Spoken English learning in selected Public and Private Secondary Schools ESL Classroom. International Journal of Multilingualism and Languages for Specific Purposes, 5(1), 69-94.
Al-Tamimi, A. S., & Bin-Hady, W. A. R. (2024). AI Technology in The ESP Context: Uses and Concerns among Architectural Engineering Students at Hadhramout University. International Journal of Multilingualism and Languages for Specific Purposes, 6(2), 57-75.
Asniza, I. N., Zuraidah, M. O. S., Baharuddin, A. R. M., Zuhair, Z. M., & Nooraida, Y. (2021). Online game-based learning using Kahoot! To enhance pre-university students' active learning: A students' perception in Biology classroom. Journal of Turkish Science Education, 18(1), 145-160.
Aynsley, S. A., Nathawat, K., & Crawford, R. M. (2018). Evaluating student perceptions of using a game-based approach to aid learning: Braincept. Higher Education Pedagogies, 3(1), 478-489.
Benmouhoub, L., & Boukhedimi, Y. (2019). Towards a Dynamic Approach to Assessing Students' Critical Thinking Skills in Higher Education. Revue Traduction et Langues, 18(2), 115-128.
Chanh, N. H. (2021a). Simile as an effective literary device in the Vietnamese-English translation equivalent. REiLA: Journal of Research and Innovation in Language, 3(2), 115-123.
Chanh, N. H. (2021b). Aiding the translation process with affixal analysis–a case study in "The Old Man and The Sea". Ho Chi Minh City University of Education Journal of Science, 18(4), 592-603.
Chanh, N. H. (2023). Enhancing EFL Vietnamese students' communicative competence through selected speaking strategies. REiLA: Journal of Research and Innovation in Language, 5(1), 17-31.
Chao, Y. C., Chang, Y. C., Wu, H. C., & Lin, H. (2020). Instructor facilitation and its impact on student engagement in game-based language learning environments in East Asian contexts. Educational Technology Research and Development, 68(6), 3385-3406. https://doi.org/10.1007/s11423-020-09823-z
Chen, L. H., & Wu, C. (2020). Self-regulated learning and engagement in game-based environments: An empirical study of primary and secondary school students. Interactive Learning Environments, 28(7), 796-812. https://doi.org/10.1080/10494820.2018.1541908
Dang, T. T., & Nguyen, H. T. (2021). Technological barriers to technology integration in Vietnamese higher education: A case study of teacher perceptions. International Journal of Educational Technology in Higher Education, 18(1), 1-20. https://doi.org/10.1186/s41239-021-00246-1
de Almeida Junior, Á. D., Bezerra, I. M. P., Alves, S. A. A., Tristan-Cheever, E., Salati, T., & Abreu, L. C. D. (2024). Construction and validation of an educational technology to promote the health of postmenopausal women with dry eye syndrome. European Journal of Investigation in Health, Psychology and Education, 14(6), 1700-1711.
Demir, K., & Karaarslan, E. (2023). Understanding student engagement with gamified learning platforms: The role of technological self-efficacy and prior digital experiences. Educational Technology & Society, 26(2), 108-123. https://doi.org/10.30935/ets.11918
Feldman, J., Monteserin, A., & Amandi, A. (2014). Detecting students' perception style by using games. Computers & Education, 71, 14-22.
Fernández-Río, J., Cecchini, J. A., & González-Víllora, S. (2022). Impact of game-based learning on social interaction skills and emotional well-being among university students. Educational Technology Research and Development, 70(1), 283-301. https://doi.org/10.1007/s11423-021-10056-x
García-Martínez, J. A., Rosa-Napal, F. C., Romero-Tabeayo, I., López-Calvo, S., & Fuentes-Abeledo, E. J. (2020). Digital tools and personal learning environments: An analysis in higher education. Sustainability, 12(19), 8180.
Goyal, S., & Krishnan, V. (2022). Multimodal approaches to language learning: The complementary role of digital games and traditional resources. International Journal of Game-Based Learning, 12(4), 1-18. https://doi.org/10.4018/IJGBL.2022100101
Greener, S., & Wakefield, C. (2015). Developing confidence in the use of digital tools in teaching. Electronic Journal of E-Learning, 13(4), 260-267.
Haleem, A., Javaid, M., Qadri, M. A., & Suman, R. (2022). Understanding the role of digital technologies in education: A review. Sustainable Operations and Computers, 3, 275-285.
Hartt, M., Hosseini, H., & Mostafapour, M. (2020). Game on: Exploring the effectiveness of game-based learning. Planning Practice & Research, 35(5), 589-604.
Henry, J., Li, F., & Arnab, S. (2024). On the pre-perception of gamification and game-based learning in higher education students: A systematic mapping study. Simulation & Gaming, 55(6), 985-1010.
Huynh, T. L., & Pham, T. N. (2021). Physical classroom environments and digital learning spaces: The diminishing influence of room layout in technology-enhanced education. Journal of Educational Spaces, 9(2), 45-57. https://doi.org/10.12973/edu-spaces.9.2.45
Iman, N., Ramli, M., & Saridewi, N. (2021). Kahoot as an Assessment Tool: Students' Perception of Game-based Learning Platform. Jurnal Penelitian dan Pembelajaran IPA, 7(2), 245-259.
Jiang, M., & Henderson, C. (2021). Student resistance to game-based learning platforms: Exploring factors related to anxiety, performance, and learning preferences. Research in Learning Technology, 29(1), 2495-2510. https://doi.org/10.25304/rlt.v29.2495
Jin, Y., & Zhang, X. (2022). The role of digital game-based learning across the spectrum of knowledge acquisition: A comparative analysis of reinforcement versus concept introduction. International Journal of Educational Technology in Higher Education, 19(1), 1-23. https://doi.org/10.1186/s41239-022-00321-1
Khan, A., Egbue, O., Palkie, B., & Madden, J. (2021). Digital games and intercultural communication: Breaking barriers in multinational educational settings. Computers & Education, 167, 104149. https://doi.org/10.1016/j.compedu.2021.104149
Kim, S., & Castelli, D. M. (2021). Effects of gamification on behavioral change in education: A meta-analysis with moderating factors. Educational Psychology Review, 33(4), 1717-1747. https://doi.org/10.1007/s10648-021-09608-7
Lambert, J., & Moore, M. (2020). Gamified vocabulary acquisition in second language contexts: The limitations of enjoyment in educational games. Language Learning & Technology, 24(1), 107-126. https://doi.org/10125/44710
Liang, J., & Wu, S. (2022). Environmental determinants of digital game engagement: Distinguishing between collaborative and individual gaming contexts. Journal of Educational Computing Research, 60(1), 237-259. https://doi.org/10.1177/07356331211073067
Liao, Y. C., Huang, Y. C., & Chen, H. C. (2020). Cultural differences in the perceptions of peer interaction in digital learning environments: A comparative study across Asian countries. Computers & Education, 157, 103983. https://doi.org/10.1016/j.compedu.2020.103983
Lu, Y. L., & Lien, C. J. (2020). Are they learning or playing? Students' perception traits and their learning self-efficacy in a game-based learning environment. Journal of Educational Computing Research, 57(8), 1879-1909.
Martín-Sómer, M., Moreira, J., & Casado, C. (2021). Organizational prerequisites for effective implementation of game-based learning in higher education. The International Journal of Management Education, 19(1), 100456. https://doi.org/10.1016/j.ijme.2021.100456
Meirbekov, A., Maslova, I., & Gallyamova, Z. (2022). Digital education tools for critical thinking development. Thinking Skills and Creativity, 44, 101023.
Mellit, D., & Idri, N. (2019). The Impact of EFL Algerian University Students' Attitudes on Literary Texts Reading Motivation: The Case of Second Year English Students at Setif 2 University. Revue Traduction et Langues, 18(1), 98-114.
Mohammadi Zenouzagh, Z., Admiraal, W., & Saab, N. (2025). Empowering students' agentive engagement through formative assessment in online learning environment. International Journal of Educational Technology in Higher Education, 22(1), 1-26. https://doi.org/10.1186/s41239-024-00498-7
Montero-Fleta, B., & Pérez-Sabater, C. (2022). Optimal engagement times and diminishing returns in digital language games: A longitudinal study. ReCALL, 34(2), 143-160. https://doi.org/10.1017/S0958344022000015
Mucundanyi, G., & Woodley, X. (2021). Exploring free digital tools in education. International Journal of Education and Development using Information and Communication Technology, 17(2), 96-103.
Ng, S. F., Dawie, D. D. S. A., Chong, W. W., Jamal, J. A., Rahman, S. N. A. A., & Jamal, J. I. (2021). Pharmacy student experience, preference, and perceptions of gaming and game-based learning. Currents in Pharmacy Teaching and Learning, 13(5), 479-491.
Peralta, L. R., Forsyth, R., Lapi, N., Amon, K. L., Metsan, P., Wattelez, G., Chem, J., Galy, O., & Caillaud, C. (2025). Health literacy of adolescents' responses to a workshop focusing on food, nutrition, climate change and digital technology solution in Oceania: A multi-site pilot study in Vanuatu. BMC Public Health, 1-12. https://doi.org/10.1186/s12889-025-21865-7
Perera, V. H., & Hervás-Gómez, C. (2021). University Students' Perceptions toward the Use of an Online Student Response System in Game-Based Learning Experiences with Mobile Technology. European Journal of Educational Research, 10(2), 1009-1022.
Pham, Q. D., & Nguyen, T. H. (2021). Time allocation for educational technology integration in Vietnamese universities: Implications for digital literacy development. Asian Journal of University Education, 17(2), 246-261. https://doi.org/10.24191/ajue.v17i2.13412
Prendes-Espinosa, M. P., García-Tudela, P. A., & Solano-Fernández, I. M. (2021). The gamification paradox: Measuring the impact of educational games on knowledge acquisition versus conceptual understanding. Education and Information Technologies, 26(6), 7383-7405. https://doi.org/10.1007/s10639-021-10514-2
Ramírez-Montoya, M. S., McGreal, R., & Obiozor, W. E. (2022). Blended learning models for sustainable education: A systematic review of meta-analyses from 15 countries. Educational Research Review, 37, 100452. https://doi.org/10.1016/j.edurev.2022.100452
Rodrigues, H., Almeida, F., & Costa, C. J. (2022). Inclusive design in digital learning games: Addressing diversity in player preferences and abilities. Universal Access in the Information Society, 21(4), 985-997. https://doi.org/10.1007/s10209-021-00832-0
Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26(1), 53-64.
Sharma, K., & Madhavi, C. (2022). Digital learning platforms and autonomy development: A comparative analysis of game mechanics and their impact on self-directed learning. International Journal of Computer-Assisted Language Learning and Teaching, 12(3), 1-19. https://doi.org/10.4018/IJCALLT.292361
Sun, L., Ruokamo, H., Siklander, P., Li, B., & Devlin, K. (2021). Primary school students' perceptions of scaffolding in digital game-based learning in mathematics. Learning, Culture and Social Interaction, 28, 100457.
Tarigan, W. P. L., Kuswanto, H., & Tarigan, C. U. (2023). Local Potential-Integrated Augmented Reality Booklet to Facilitate Student's Curiosity and Learning Interest. Anatolian Journal of Education, 8(2), 195-206.
Tran, L. T., & Nguyen, N. T. (2021). Physical learning environments and student engagement with digital tools: A study of Vietnamese university classrooms.
Wang, W., Sun, R., Huang, L., & Swigart, V. (2019). Student perceptions of classic and game-based online student response systems. Nurse Educator, 44(4), E6-E9.
Published
2025-06-01
How to Cite
Quyen, C., & Chanh, N. (2025). Perceptions and Dominant Factors of Blooket as a Game-based Learning Tool among Vietnamese Non-English Majored Students. Dinamika Ilmu, 25(1), 123-144. https://doi.org/10.21093/di.v25i1.10268
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