ABSTRACT
The purpose of this research was to assess the utilization of interactive games in vocabulary as an instructional strategy. The study focused on identifying the extent of preference of grade 10 students in the utilization of interactive games as a strategy in terms of digital games, board games, and physical games, as well as their influence on attitude and motivation. Moreover, it aimed to determine if there was a significant relationship between the extent of preference in the utilization of interactive games and the extent of influence of interactive games on vocabulary learning. The study also explored the challenges encountered by the students in using interactive games. Furthermore, the study employed a descriptive-correlational design, utilizing a survey questionnaire distributed through Google Forms as the main instrument to 71 grade 10 students of Fame Academy of Science and Technology.
The study revealed that students preferred physical games as a form of interactive game rather than board or digital games. It also revealed that they had a great influence on the attitude and motivation of the students. In addition, the preference of the students in the type of interactive games needed to be considered, as there was a significant relationship between the students’ preference and its influence. Furthermore, it was found that although interactive games positively influenced students in vocabulary learning, students also struggled with the availability of materials and the instructions. With this, the learning matrix incorporated these findings to develop efficient and effective physical games for vocabulary learning.