International Journal of Research and Innovation in Social Science (IJRISS)

International Journal of Research and Innovation in Social Science

Submission Deadline-30th October 2024
October 2024 Issue : Publication Fee: 30$ USD Submit Now
Submission Deadline-05th November 2024
Special Issue on Economics, Management, Sociology, Communication, Psychology: Publication Fee: 30$ USD Submit Now
Submission Deadline-20th November 2024
Special Issue on Education, Public Health: Publication Fee: 30$ USD Submit Now

Developing Arabiyatuna Board Game for Engaging Students’ Knowledge Towards the Arabic Language & Culture

  • Abdul Hadi Abdul Rahim
  • Muhammad Hafizuddin Hussin
  • Mohammad Amnan Awang Ali
  • Muhammad Hanis Roslan
  • Haslina Hassan
  • Radhwa Abu Bakar
  • 1325-1330
  • Jun 20, 2024
  • Education

Developing Arabiyatuna Board Game for Engaging Students’ Knowledge Towards the Arabic Language & Culture

Abdul Hadi Abdul Rahim, Muhammad Hafizuddin Hussin, Mohammad Amnan Awang Ali, Muhammad Hanis Roslan, Haslina Hassan, Radhwa Abu Bakar

Quranic Language Department, International Islamic University, Malaysia

DOI : https://dx.doi.org/10.47772/IJRISS.2024.803091S

Received: 14 May 2024; Accepted: 05 June 2024; Published: 20 June 2024

ABSTRACT

This paper presents the development of the “Arabiyatuna” board game, a novel tool designed to enhance students’ understanding of the Arabic language and culture. The game employs engaging, interactive elements to facilitate learning, making it an effective educational resource. By immersing players in various aspects of Arabic language and culture, “Arabiyatuna” aims to foster a deeper appreciation and comprehension of the Arab world. The Arabiyatuna Board Game implements the ADDIE model as the primary model in developing the game. This model was implemented on the students of Kolej Universiti Islam Perlis (KUIPs).  As a result, this innovative approach to language learning offers a unique blend of entertainment and education, promising a more engaging and enjoyable learning experience for the learners.

Keywords: Learning Language, Arabiyatuna, Arabic Language, Board Game

INTRODUCTION

Utilizing a board game for gamification is notably user-friendly and visually appealing. As players engage with the game, their brains actively process and absorb the information presented on the board. Scholars concur that gamification can be defined as the use of game-based mechanics, aesthetics, and game thinking to engage individuals, motivate action, facilitate learning, and solve problems (Kapp, 2012; Taspinar et al., 2016; Zamziba et al.,2024).

Board games are cost-effective to produce and arguably simpler to design. They promote inclusivity and a social dimension to the gaming experience, making them a viable alternative to electronic gamification (Yan et al., 2012; Epstein et al., 2021). Games can also enhance students’ social skills and improve their problem-solving and comprehension abilities (Kirikkaya et al., 2010; Liu & Chen, 2013).

This board game addresses three primary research questions: 1- What gamification features are necessary for Arabic learning? 2- How is the “Arabiyatuna” game model designed? 3- How do students accept the “Arabiyatuna” game model in Arabic learning?

The term Arabiyatuna is an Arabic compound noun consisting of two parts; “Arabiyat” and “Na”, translating to “Our Arabic”. The concept of Arabiyatuna was inspired by various board games on the market and informed by suggestions from previous research (Hussin. M.H. et al.,2020; Noor et al., 2023). Intriguingly, Arabiyatuna’s strength lies in its unique learning approach, incorporating various elements of life, from basic knowledge to the geography of the Arab world. Additionally, players can gain business dealing experience while playing the board game (Rupert et al., 2017).

Board

The Arabiyatuna Board was adaptation on the classic Monopoly game. The application of Monopoly as an educational tool is not a novel concept. Numerous studies have underscored the effectiveness of simulation exercises to foster deep learning and as a valuable resource for cooperative learning (Lew & Saville, 2021). For instance, Van der Laan Smith (2013) showcased how Monopoly can be used to impart knowledge about foreign exchange risk and the accounting of foreign currency transactions in a business context.

Similarly, Mastilak (2012) emphasized the game’s ability to instil an understanding among students about the importance of accounting information. Wright-Maley (2015) proposed four criteria for simulations, asserting that they should mirror reality without being overly restrictive (verisimilitude); permit a range of developments and outcomes (dynamism and variability); incorporate interpersonal dynamics (active human agents); and be directed towards learning through interaction with a facilitator (pedagogical mediation), thereby partially encompassing game-based learning.

The Arabiyatuna game-board is composed of forty spaces, which include twenty-eight properties. These properties consist of twenty-two lands (grouped into eight unique color groups), four railroads, and two utilities. The board also features three Chance spaces (فُرصة), two Community Chest spaces (الصندوق الاجتماعي), an Entertainment Tax space, an Income Tax space, and the four corner squares: Go, (In) Jail/Just Visiting, Free Parking, and Go to Jail as shown in figure 1.

A unique aspect of this board is the inclusion of an extra card deck – the Fine card (غرامة). This card is imposed on the players if they incorrectly answer a question posed on the board or a chance card. The properties on the board are based on the Arabic world capital cities. The list as follows:

Land City Country
1 Amman Hashemite Kingdom of Jordan
2 Cairo Arab Republic of Egypt
3 Khartoum Republic of Sudan
4 Sanaa Republic of Yemen
5 Manama Kingdom of Bahrain
6 Beirut Lebanese Republic
7 Tripoli State of Libya
8 Riyadh Saudi Arabia
9 Damascus Syrian Arab Republic
10 Casablanca Kingdom of Morocco
11 Baghdad Republic of Iraq
12 Algeria City People’s Democratic Republic of Algeria
13 Abu Dhabi United Arab Emirates
14 Tunisia The Republic of Tunisia
15 Muscat Sultanate of Oman
16 Sharjah United Arab Emirates
17 Salalah Sultanate of Oman
18 Dubai United Arab Emirates
19 Doha State of Qatar
20 Bayt Maqdis State of Palestine
21 Medina Kingdom of Saudi Arabia
22 Mecca Kingdom of Saudi Arabia

List 1: List of the Arab & Islamic main cities

Figure 1: The Arabiyatuna Board Game

Money

Arabiyatuna Board Game incorporated with 7 values with using unstated-country Riyal as the main currency. The Riyal is the official currency of several countries in the Arab world, including Saudi Arabia (Young,1953) and Qatar (Balli et.al, 2012). Using the Riyal as the currency in the game can add a layer of authenticity and help players connect more with the region’s culture and economy (Nicholson,2015).

The monetary is piled as 1 Riyal (turquoise), 5 Riyals (purple), 10 Riyals (green), 20 Riyals (blue), 50 Riyals (orange), 100 Riyals (brown), 500 Riyals (gold). Each player begins the game with their token on the Go square (امشِ) and be provided 1,500 Riyals prior the game, similarly with the beginning of the classic Monopoly (Jarvis, 2022). The segregation as 5 pieces for 1 Riyal, a piece for 5 Riyals, 2 pieces of 10 Riyals, a piece of 20 Riyals, a piece of 50 Riyals, and 4 pieces of 100 Riyals with 2 pieces of 500 Riyals.

Figure 2: Arabiyatuna Money

Innovation Development

This innovation is based on ADDIE method of development. The ADDIE model is an Instructional Systems Design (ISD) model that uses rapid prototyping and instructional theories to create effective training and performance support tools (ADDIE Model – Instructional Design.org, 2018).

The project commenced with the researchers conducting a needs analysis among the students. This process involved 103 learners, and an evaluation of the user testing session was carried out with four lecturers at the Centre for Foundation Studies, International Islamic University Malaysia (IIUM). This marked the first stage – Analysis (A).

Upon analysing the needs, the researchers held several brainstorming sessions to discuss the results and preliminary ideas. This process of scrutinizing the ideas considering the results constituted the second stage – Design (D).

During the third stage – Development (D), the researchers encountered certain challenges while designing, including labelling the properties and designing the questions for the chance cards. The researchers decided to include major Arabic capitals and cities to familiarize players with the Arabic world. They also agreed to incorporate basic Arabic grammar and vocabulary into the chance cards to enhance the students’ knowledge of the Arabic language.

The project was then demonstrated to the learners by having them play the board game and provide feedback. The learners enjoyed the Arabiyatuna Board Game and expressed hope that they could play it in the future with a new set of questions. This marked the fourth and final stages – Implementation (I) & Evaluation(E).

Figure 3: The development of Arabiyatuna Board Game

CONCLUSION

In summary, the creation of the Arabiyatuna board game is a significant and beneficial tool for learners of the Arabic language. It provides an opportunity for students to revise basic Arabic grammar, learn about the geography of the Arab world, and practice financial soft skills simultaneously.

The product’s findings reveal that most learners had a positive experience learning with “Arabiyatuna”, which enhanced their motivation and desire to learn. This, in turn, improved their understanding and performance in the subject.

Respondents concurred that Arabiyatuna facilitated self-learning. The explanations, exercises, and gamification elements designed into the game have heightened their interest in learning. Consequently, learning “Arabiyatuna” has become easier and yields positive outcomes for students, aligning with Malaysia’s newly announced Education Blueprint: Globalized Online Learning (Suo, 2023).

The Arabiyatuna board game is suitable for Arabic language learners globally and can be utilized by all – students, university-level students, and Arabic teachers and lecturers. It serves as a convenient and effective tool for teaching and learning purposes.

The potential for commercializing the Arabiyatuna Board Game is undeniable. The public can fully utilize the board to learn Arabic at a basic level. Additionally, the ministry may consider the board as an additional educational tool, and lecturers can adopt the board as a supplementary tool in the classroom.

REFERENCES

  1. ADDIE Model – InstructionalDesign.org. (2018). Instructional Design.org. https://www.instructionaldesign.org/models/addie/
  2. Balli, F., & Mousa Elsamadisy, E. (2012). Modelling the currency in circulation for the State of Qatar. International Journal of Islamic and Middle Eastern Finance and Management, 5(4), 321-339. https://doi.org/10.1108/17538391211282827
  3. bin Md. Noor, M.L., Abd Rahman, R.B., Abdul Rahim, A.H., binti Aziz, N.I., bin Arshad, M.S., Md. Ghalib, M.F., & bin Abdul Gani, M.Z. (2023). Learning Arabic Communication Through Virtual International Student Exchange Program: Sustainability Innovation in Language. International Journal of Academic Research in Business and Social Sciences. DOI:10.6007/ijarbss/v13-i6/17446
  4. Epstein D, Zemski A, Enticott J, Barton C. Tabletop Board Game Elements and Gamification Interventions for Health Behavior Change: Realist Review and Proposal of a Game Design Framework JMIR Serious Games 2021;9(1): e23302. https://games.jmir.org/2021/1/e23302 DOI: 10.2196/23302
  5. Hussin, M.H., Awang Ali, M.A., & Abdul Rahim, A.H. (2020). Keberkesanan Modul Pengajaran Durus Al Lughah Al-‘Arabiyyah Li Ghayri Al-Natiqina Biha (Pelajaran-Pelajaran Bahasa Arab Untuk Bukan Penutur Arab) Terhadap Pelajar Pemula Bahasa Arab Kolej UNITI Kota Bharu. e-Jurnal Bahasa dan Linguistik (e-JBL). DOI:10.53840/ejbl.v2i2.51
  6. Jarvis, M. (2022, November 2). How to play Monopoly (the right way): Rules, setup and how to win. Dicebreaker; Dicebreaker. https://www.dicebreaker.com/games/monopoly/how-to/how-to-play-monopoly
  7. Kapp, KM. The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco: Pfeiffer; 2012.
  8. Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A board game about space and solar system for primary school students. Turkish Online Journal of Education Technology, 9(2), 1-13.
  9. Lew, C., & Saville, A. (2021). Game-based learning: Teaching principles of economics and investment finance through Monopoly. The International Journal of Management Education, 19(3), 100567–100567. https://doi.org/10.1016/j.ijme.2021.100567
  10. Liu, E. Z. F., & Chen, P.-K. (2013). The Effect of Game-Based Learning on Students’ Learning Performance in Science Learning – A Case of “Conveyance Go.” Procedia – Social and Behavioural Sciences, 103, 1044–1051. https://doi.org/10.1016/j.sbspro.2013.10.430
  11. Mastilak, C. (2012). First-day strategies for millennial students in introductory accounting courses: It’s all fun and games until something gets learned. Journal of Education for Business, 87(1), 48-51.
  12. Noor, M. L. A. H. B. M., Gani, M. Z. B. A., Ismail, N. S. B., Ahmad, N. Z. binti, Mohd, K., & Shamsudin, J. M. (2023). Implementing Arabic Educational Charade Game in Acquiring Arabic Vocabulary and Improving Arabic Speaking Skill. International Journal of Academic Research in Business and Social Sciences, 13(6), 291 – 305. http://dx.doi.org/10.6007/IJARBSS/v13-i6/17406
  13. ‌Nicholson, S. (2015). A recipe for meaningful gamification. Gamification in education and business, 1-20.
  14. Rupert, T. J., & Kern, B. B. (Eds.). (2017). Advances in Accounting Education: Teaching and Curriculum Innovations. Advances in Accounting Education. doi:10.1108/s1085-4622201720
  15. Suo, Z. (2023). Reform Policy on Internationalization of Higher Education in Malaysia:–Analysis based on Malaysia Education Blueprint 2015-2025 (Higher Education). Journal of Education and Educational Research, 5(1), 154-158
  16. Taspinar, B., Schmidt, W., & Schuhbauer, H. (2016). Gamification in Education: A Board Game Approach to Knowledge Acquisition. Procedia Computer Science, 99, 101–116. https://doi.org/10.1016/j.procs.2016.09.104
  17. van der Laan Smith, J. A. (2013). Understanding foreign exchange risk: An instructional simulation exercise. Issues in Accounting Education, 28(1), 181-195.
  18. Wright-Maley, C. (2015). Beyond the “Babel problem”: Defining simulations for the social studies. The Journal of Social Studies Research, 39(2), 63-77.
  19. Xu Y, Barba E, Radu I, Gandy M, MacIntyre B. Chores are fun: understanding social play in board games for digital tabletop game design. 2012. URL: https://www.researchgate.net/publication/267409361 Chores Are Fun Understanding Social Play in Board Games for Digital Tabletop Game Design
  20. Young, A. N. (1953). Saudi Arabian Currency and Finance. Middle East Journal, 7(4), 539-556.
  21. Zamziba, M. N. F., Osman, R. A. H., Ahmad, M. A., Rashid, R. F. A., Noor, M. L. A. H. M., Rivensky, R., & Zabidi, U. A. A. (2024). Exploring Minecraft in the Primary School Syllabus for Enhancing Arabic Learning: A Systematic Literature Review. International Journal of Language Education and Applied Linguistics, 14(1), 4-12.

Article Statistics

Track views and downloads to measure the impact and reach of your article.

2

PDF Downloads

0 views

Metrics

PlumX

Altmetrics

Paper Submission Deadline

Subscribe to Our Newsletter

Sign up for our newsletter, to get updates regarding the Call for Paper, Papers & Research.

    Subscribe to Our Newsletter

    Sign up for our newsletter, to get updates regarding the Call for Paper, Papers & Research.