UNIVERSITI TEKNOLOGI MARA
A STUDY ON THE USE OF HIDDEN OBJECT
GAME IN ACQUIRING ENGLISH
VOCABULARY AMONG TERTIARY LEVEL
STUDENTS
NUR SAFURA BINTIAB. GHAFFAR
Dissertation submitted in partial fulfilment of the requirements for
the degree of
Master of Education
(TESL)
Faculty of Education
August 2014
TABLE OF CONTENTS
CANDIDATE'S DECLARATION
ACKNOWLEDGEMENT
ABSTRACT
ABSTRAK
LIST OF FIGURES
LIST OF TABLES
CHAPTER 1: INTRODUCTION
1.0 Introduction
1.1 Background of the Study
1.2 Statement of Research Problem
1.3 Research Objectives
1.4 Research Questions
1.5 Operational Definitions
1.5.1 Hidden Object Games
1.5.2 Vocabulary Acquisition
1.5.3 Second Language Learners
1.6 Limitations of the Study
1.7 Conclusion
CHAPTER 2: LITERATURE REVIEW
2.0 Introduction
2 J Theoretical Framework
2.1.1 Dual-Coding Theory (DCT)
2.1.1.1 Dual-Coding Theory (DCT) and Vocabulary Learning
2.1.2 Cognitive Theory of Multimedia Learning (CTML)
2A2A Cognitive Theory of Multimedia Learning (CTML) and
Vocabulary Learning
2.2 Discussion on Sub-Topics Relevant to the Study
2.2.1 Games
2.2.1.1 Computer Games
2.2.1.2 Types of Computer Games
2.2.1.3 Hidden Object Games
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2.3
2.2.1A "Where's Waldo? The Fantastic Journey" as Selected
Gaming Platform
2.2.2 Second Language Learning and Computer Games
Conclusion
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CHAPTER 3: RESEARCH METHODOLODY
3.0
3.1
3.2
3.3
Introduction
Research Design
Sampling
Instruments
3.3.1 Pre- and Post-Tests
3.3.2 Treatment - "Where's Waldo? The Fantastic journey"
3.3.3 Interviews
3.3.4 Self-Report Checklists
3 A Method of Data Collection
3.5 Method of Data Analysis
3.6 Conclusion
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CHAPTER 4: DATA ANALYSIS
4.0 Introduction
4.1 Data Analysis
4.1.1 Pre- and Post-Tests Results
4.1.2 Interview Analysis
4.1.2.1 Images as Referential Connections
4.1.2.2 Images as Visual Cues
4.1.2.3 Images as Memory Enhancers
4.1.2.4 Images as Motivational Factor
4.1.2.5 Images as Activation Agents for Background Schemata
4.1.3 Self-Report Checklists Analysis
4.2 Conclusion
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CHAPTER 5: DISCUSSIONS AND CONCLUSION
5.0
5.1
5.2
5.3
5.4
Introduction
Summary of Research Findings
5.1.1 Research Question 1: Do Students Acquire English Vocabulary by
Playing 'Hidden Object Games'?
5.12 Research Question 2: How do Images in 'Hidden Object Games'
Help Students in Acquiring English
Vocabulary?
5.1.2.1 Images as Referential Connections
5.1.2.2 Images as Visual Cues
5.1.23 Images as Memory Enhancers
5.1.2.4 Images as Motivational Factor
5.1.2.5 Images as Activation Agents for Background Schemata
Implications of the Study
5.2.1 Implications for Teaching and Learning of English Vocabulary
5.2.2 Implications for Game Designers
Recommendations for Future Research
Conclusion
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REFERENCES
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APPENDICES
Append x A
Append xB
Append x C
Append xD
Append xE
Append x F
Append xG
Append xH
Append x l
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ABSTRACT
In this 21st century, rapid changes can be seen throughout the lifestyles of our society
due to the emergence of technology and multimedia. These changes can also be seen
within our education system where constant use of presentations, slides, videos, audio
files, and others are used as tools in teaching especially at the tertiary level. Computer
games have also found their ways into the world of learning where they were once
cast aside as they are considered distracters to students. Nowadays, learning with the
aid of games has become an inclination in the education system as they steadily yield
positive reactions from various groups of people and stakeholders. Thus, this study
intends to investigate the effectiveness of using a hidden object game in vocabulary
acquisition among tertiary level students. Secondly, the game is also used as a tool in
identifying how images portrayed in the game helped in students' vocabulary
acquisition. 30 undergraduate students from various universities and colleges in
Malaysia were selected as participants of the study. A mixed-method approach was
employed with the use of pre- and post-tests, interviews, and self-report checklists as
the instruments. The findings revealed that a majority of the students showed
significant results in their mean scores. Various factors were discovered from the
interviews pertaining to how images helped in students' vocabulary acquisition. These
factors include the role of images as referential connections, visual cues, memory
enhancers, motivational factor, and also as activation agents for students' background
schemata. In addition, the findings from the students' self-report checklists on the use
of the game indicate a relationship between the length and number of times of using
the game.
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