Teachers and Students' Perceptions of Using Digital Games in Improving Vocabulary at Non-English-majored Class

The use of gamification in education is increasing interest. Numerous studies have explored various aspects integrating digital games (DGs) into English language teaching and learning. This research sought to investigate teachers' students' perceptions incorporating DGs improving vocabulary for non-English-majored students at Phenikaa University, Vietnam. cross-sectional study was completed with a structured survey 30 lecturers 150 students, alongside in-depth interviews some randomly-selected respondents from both groups. findings revealed that these two groups participants mostly shared positive attitudes toward DGs. teachers were aware the importance as modern appealing approach vocabulary; however, they reluctant them frequently because time constraints, distractions, technological complexity. With regard most believe effectiveness learners. However, reflected occasional class gaming-learning could be more appropriate schedule. Contents can help effectively learning tend focus on vocabulary. are great value giving educators profound understanding negative impacts using facilitate learners'