The impact of structured digital games on reading comprehension and motivation

This study examines the effects of Structured Digital Games (SDGs) on fourth-grade students’ reading comprehension and motivation. Grounded in sociocultural theory, self-determination theory, and self-regulated learning models, it employs an explanatory sequential mixed-methods design. A quasi-experimental method compared pre- and post-test scores of 54 students assigned to experimental and control groups. The experimental group engaged in a six-week digital game-based intervention, while the control group followed the standard curriculum. Quantitative data were analyzed using ANOVA and ANCOVA, and qualitative data were collected through focus groups and teacher observations. Results showed significant gains in comprehension and motivation among the SDG group. Students reported increased engagement, vocabulary development, and enjoyment. Teachers noted improved participation and understanding. Findings indicate that well-designed SDGs tailored to students’ needs can enhance both cognitive and affective learning. The study highlights the potential of digital games in personalized literacy instruction and offers practical recommendations for technology-integrated classrooms.