Gamified Framework of Language Literacy Based on Anthropomorphism Cultural Representation Game Design
DOI:
https://doi.org/10.65150/EP-gjetr/V2E11/2026-04Keywords:
Game framework, Game mechanisms, Language learning, Game designAbstract
Digital game-based learning (DGBL) offers opportunities to support Malay language literacy among primary school students. However, designing digital learning games that address learners’ needs while incorporating appropriate game design elements and cultural representation remains a challenge. This study aims to develop a user-centred framework for Malay language literacy learning through culturally contextualized digital game design. The study involved 30 primary school students aged 7–9 years from private school in Sarawak. Data were collected through two experiments involving the use of existing digital learning games, observation, checklist evaluation, and ideation sketching. The qualitative data from the ideation activities were analysed thematically to identify learners’ design preferences. The findings highlighted preferences for anthropomorphic animal characters, a forestry-themed environment, vibrant colours, and reward elements such as badges. The findings, together with the analysis of existing games and relevant literature, informed the proposed framework and its user specifications. The framework integrates self-paced learning, game content, user interaction, cultural user interface design, innovative game design, feedback mechanisms, game mechanics, learnability, and user experience. This study contributes a user-centred and culturally contextualized design framework to guide the development of digital learning games for Malay language literacy. However, its effectiveness in improving students’ language proficiency requires further evaluation through prototype implementation and empirical testing
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