Game-Based Learning in Arabic Reading Instruction: The Effect of Smart Wheel Media on Students’ Achievement

Abstract

This study aims to investigate the effectiveness of Smart Wheel game-based instructional media in enhancing students’ Arabic reading skills at the secondary school level. The research employed a pre-experimental design using a one-group pre-test and post-test approach. The participants consisted of 29 students who were given a pre-test before the implementation of the Smart Wheel media and a post-test after the instructional treatment. In addition, a questionnaire was administered to examine students’ perceptions of the media. The quantitative data were analyzed using descriptive and inferential statistics, including mean score calculation, N-Gain analysis, normality testing using the Shapiro–Wilk test, and a paired-samples t-test. The results revealed a significant improvement in students’ reading achievement, with the mean score increasing from 54.65 in the pre-test to 75 in the post-test, indicating a gain of 20.35 points. The N-Gain score of 65.72% was categorized as moderately effective. The paired-samples t-test showed a significance value of p < 0.05, confirming that the improvement was statistically significant. Furthermore, questionnaire results indicated very positive student responses, with an overall percentage of 87.24%, reflecting high levels of motivation, engagement, and perceived usefulness of the media. These findings suggest that the Smart Wheel media is an effective and engaging instructional tool for improving students’ Arabic reading skills.