Digital game-based learning (DGBL) has emerged as a promising innovation in language education, offering interactive, immersive, and student-centered alternatives to traditional instruction. DGBL can enhance motivation, cognitive skills, and language proficiency while fostering critical thinking, problem-solving, and collaboration. Although research on DGBL is growing globally, gaps remain in understanding students’ attitudes toward its use, perceived effectiveness, and self-efficacy, particularly in multilingual higher education contexts (Hung et al., 2018; Kim et al., 2024). Kazakhstan provides a unique setting for investigating these dimensions due to its trilingual education policy (Kazakh, Russian, English) and the strategic importance of English for global communication, trade, and higher education access (Imanova et al., 2025). Furthermore, gender differences in gaming experiences and cultural norms may influence students’ perceptions of DGBL, highlighting the need for context-sensitive investigation (Konstantinov et al., 2024).

This study examines Kazakhstani university students’ motivation, perceived effectiveness, and self-efficacy in using DGBL for English language learning. It further explores how demographic factors (gender, mother tongue, level of study) and behavioral factors (gaming habits, English use) relate to these outcomes. The study is guided by the following questions:

1. How do students perceive DGBL in terms of motivation, perceived effectiveness, and self-efficacy for English learning?

2. Are there differences in these perceptions based on demographics such as gender, mother tongue, or level of study?

3. How do prior experiences with formal English education and engagement with digital games influence motivation, perceived effectiveness, and self-efficacy?

4. Does frequency of English use and gameplay correlate with students’ attitudes toward DGBL?

5. How are students’ beliefs about English language improvement through games associated with their motivation, perceived effectiveness, and self-efficacy?

This study is guided by Self-Determination Theory (Deci & Ryan, 1985), which conceptualizes motivation along intrinsic and extrinsic dimensions, and emphasizes autonomy, competence, and relatedness—key factors in DGBL engagement. Sociocultural theory (Vygotsky, 1978) complements this framework by highlighting collaborative learning and the social construction of knowledge within immersive game environments. Together, these frameworks allow for analysis of both the psychological and social dimensions of student-centered digital learning, while situating learning within a multilingual, culturally specific context.

Although situated in Kazakhstan, this study addresses broader European and international concerns: the integration of digital technologies in higher education, the equity and inclusivity of digital learning tools, and the role of student motivation and self-efficacy in effective language acquisition. Findings can inform DGBL strategies across multilingual and multicultural settings, offering evidence-based guidance for educators, policymakers, and game designers seeking to implement digital learning innovations in higher education globally.

By examining how students perceive, engage with, and are affected by digital game-based learning, this study explores the changing conditions and potentials of educational knowledge production in the digital era. It addresses the societal and educational implications of technology-mediated learning, the role of student-centered knowledge, and how academic research can inform policy and practice—directly reflecting ECER’s theme, “Knowing and Acting: The changing conditions and potentials of education research.”

This study employed a quantitative, cross-sectional design to examine Kazakhstani university students’ perceptions of digital game-based learning (DGBL) for English language acquisition. The research focuses on three constructs: motivation, perceived effectiveness, and self-efficacy, and investigates how these relate to demographic and behavioral factors. Data were collected through a structured online questionnaire, enabling standardized measurement and comparability across participants. The final sample included 122 students (undergraduate: 66.4%; master’s: 33.6%), aged 15–39 (M = 22.01, SD = 3.50), with 61.5% female and 38.5% male. Participants’ majors were grouped into Humanities and Social Sciences and STEM fields to account for potential disciplinary effects. Convenience sampling was used, selecting participants based on accessibility and willingness to participate. The questionnaire consisted of three sections with 23 questions and 56 items: Demographics: Age, gender, education level, major, mother tongue, prior English learning experiences, and frequency of English use. Gaming Experience: Types of digital games played, frequency and duration of gameplay, prior use of games for language learning, and digital literacy. DGBL Attitudes: Measured motivation, perceived effectiveness, and self-efficacy using 5-point Likert scales (1 = Strongly Disagree, 5 = Strongly Agree). Motivation included intrinsic and extrinsic items (Lepper et al., 2005) and DGBL-specific items (Zakaria & Zakaria, 2025). Perceived effectiveness assessed students’ views on the usefulness of digital games for vocabulary, grammar, and communication (Hofmeyr, 2023; Mohammad-Salehi, 2024). Self-efficacy measured confidence in applying English skills through games (Chen & Tu, 2021; Kim et al., 2024). The questionnaire was reviewed for clarity and cultural appropriateness to the Kazakhstani higher education context. Data were collected anonymously online, with participants completing the survey independently in approximately 10 minutes.

Consistent with prior research (Gee, 2003; Hung et al., 2018b), students reported generally favorable attitudes toward DGBL. Intrinsic motivation, driven by curiosity and challenge, was stronger than extrinsic incentives, indicating that students are primarily motivated by engagement and enjoyment when interacting with digital learning environments. Analysis revealed a significant relationship between perceived effectiveness and self-efficacy (Zakaria & Zakaria, 2025). Students who believed that DGBL enhanced their language skills also reported higher confidence in their English abilities. Similarly, frequent engagement with English outside the classroom, particularly through gaming, was associated with increased motivation, stronger beliefs in DGBL’s effectiveness, and higher self-efficacy, highlighting the importance of authentic, extracurricular language practice. Students with prior formal English instruction demonstrated higher intrinsic and DGBL-specific motivation, suggesting that structured learning experiences can better prepare learners to utilize innovative tools such as digital games (Mohammad-Salehi, 2024). However, participants generally perceived DGBL as less effective when used in formal classroom settings, emphasizing the need for careful integration and alignment with learning objectives (Li et al., 2024). No statistically significant differences were observed in motivation, perceived effectiveness, or self-efficacy based on gender, mother tongue, or study level, though trends such as slightly higher motivation among female students warrant further exploration. These findings suggest that DGBL’s benefits and challenges are largely consistent across demographic groups, reflecting broader pedagogical patterns in multilingual contexts (Yeskeldiyeva & Tazhibayeva, 2015). Overall, the results support the growing evidence that DGBL can serve as a motivational and skill-enhancing tool in language learning. They also underscore that its impact depends on students’ prior exposure to English, gaming habits, and classroom integration. Effective DGBL implementation requires context-sensitive, student-centered approaches that foster autonomy, engagement, and enjoyment. Future research should continue exploring how game design, cultural factors, and learner diversity shape DGBL outcomes in higher education.

Aguilera, E., & De Roock, R. (2022). Digital Game-Based Learning: Foundations, applications, and critical issues. Oxford Research Encyclopedia of Education. Cordoba, E., Mayorga, E., & Ruiz, N. (2024). Unlocking Practical Implications of Digital Game-Based Learning in EFL Education. International Journal of Learning Teaching and Educational Research, 23(12), 23–37. https://doi.org/10.26803/ijlter.23.12.2 Gee, J. P. (2003). What video games have to teach us about learning and literacy. Computers in Entertainment, 1(1), 20. https://doi.org/10.1145/950566.950595 Godwin-Jones, R. (2014). Games in language learning: Opportunities and challenges. http://hdl.handle.net/10125/44363 Hofmeyr, M. (2023). Attitudes towards digital game-based language learning among Japanese university students. The JALT CALL Journal, 19(1), 26–52. https://doi.org/10.29140/jaltcall.v19n1.681 Hung, H., Yang, J. C., Hwang, G., Chu, H., & Wang, C. (2018). A scoping review of research on digital game-based language learning. Computers & Education, 126, 89–104. https://doi.org/10.1016/j.compedu.2018.07.001 Kazu, İ. Y. (2023). A descriptive analysis of digital game-based foreign language education. Focus on ELT Journal, 5(1), 56-73. https://doi.org/10.14744/felt.2023.5.1.4 Kim, C., Sprenkle, S., & Fulwider, C. (2024). Unveiling the measurement of self-efficacy in game-based learning. Journal of Applied Instructional Design. https://doi.org/10.59668/1269.15652 Li, K., Peterson, M., Wang, Q., & Wang, H. (2024). Mapping the research trends of digital game-based language learning (DGBLL): a scientometrics review. Computer Assisted Language Learning, 1–30. https://doi.org/10.1080/09588221.2023.2299436 Nadolny, L., Valai, A., Cherrez, N. J., Elrick, D., Lovett, A., & Nowatzke, M. (2020). Examining the characteristics of game-based learning: A content analysis and design framework. Computers & Education, 156, 103936. https://doi.org/10.1016/j.compedu.2020.103936 Ragni, B., Toto, G. A., Di Furia, M., Lavanga, A., & Limone, P. (2023). The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1092022 Reinders, H., & Wattana, S. (2014). Affect and willingness to communicate in digital game-based learning. ReCALL, 27(1), 38–57. https://doi.org/10.1017/s0958344014000226 Sung, Y., Chang, K., & Liu, T. (2015). The effects of integrating mobile devices with teaching and learning on students’ learning performance: A meta-analysis and research synthesis. Computers & Education, 94, 252–275. https://doi.org/10.1016/j.compedu.2015.11.008 Van Eck, R. (2009). A Guide to Integrating COTS Games into Your Classroom. In IGI Global eBooks (pp. 179–199). https://doi.org/10.4018/978-1-59904-808-6.ch011 Vnucko, G., Kralova, Z., & Tirpakova, A. (2024). Exploring the relationship between digital gaming, language attitudes, and academic success in EFL university students. Heliyon, 10(13), e33301. https://doi.org/10.1016/j.heliyon.2024.e33301 Zakaria, A., & Zakaria, N. Y. K. (2025). The Impact of Digital Game-Based Learning Tools on Motivation, Engagement, and Performance in Language Education: A Systematic literature review. International Journal of Academic Research in Progressive Education and Development, 14(1). https://doi.org/10.6007/ijarped/v14-i1/24954