Pedagogy In Transition: Assessing The Efficacy and Implementation Realities of Digital Play-Based Learning in Malaysia
DOI:
https://doi.org/10.53797/aspen.v6i1.1.2026Keywords:
Digital learning, early childhood education, emergent literacy, play-based pedagogy, mixed methodsAbstract
This study investigates the effectiveness of digital play-based learning (DPBL) on emergent literacy outcomes among preschool children in Malaysian private preschools. Guided by sociocultural learning theory, the study employed a convergent mixed-methods design involving a quasi-experimental literacy intervention (n = 84 children) and qualitative interviews with six preschool teachers. Quantitative findings show that the DPBL group achieved significantly higher gains in phonological awareness (p < .01, d = 0.71) and vocabulary (p < .05, d = 0.54) compared to the control group using traditional worksheets. Qualitative analysis revealed three themes: (a) digital play increases engagement and sustained attention, (b) multimodal activities support differentiated learning, and (c) teachers require greater digital-pedagogical competence. Integrated findings suggest that DPBL enhances early literacy when accompanied by intentional teacher scaffolding. The study recommends the development of a national digital pedagogy framework for early childhood education aligned with Malaysia MADANI and the Digital Education Policy (DEP).
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Copyright (c) 2026 Zaheril Zainudin, Nurmuma Kamarina Jamil, Norasiah Ismail
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