USING INTERACTIVE GAMES IN TEACHING YOUNG LEARNERS.

Abstract

Annotation: This study investigates the pedagogical efficacy of interactive game-based learning (GBL) in early childhood education. While traditional instruction relies heavily on passive absorption, interactive games leverage the intrinsic human drive for play to cultivate foundational academic and socio-emotional competencies. Utilizing a mixed-methods empirical framework, this research evaluated a cohort of 120 early childhood students (aged 5–7) over a 12-week intervention period. The experimental group engaged with structural, curriculum-aligned interactive digital and tactile games, while the control group received standard teacher-directed, textbook-based instruction.