Research on the Effects of Digital Game-Based Learning on the Learning of English Conditionals and Students' Perceptions

English is one of the most widely used languages in the world and serves as a second language for many individuals. In recent years, digital games have increasingly been recognized by experts and scholars as effective learning tools. While digital game-based learning (DGBL) is often utilized in language learning areas such as vocabulary, there are relatively few studies focused on grammar learning. This study aimed to investigate the effectiveness of digital game-based learning on the grammar learning of English conditional sentences. Twenty-five first-year English majors participated in this study. They engaged in a role-playing digital game of a detective story in which they solved conditional questions with direct and metalinguistic feedback for 40 minutes in class. Data were collected by a pre- and post-test and a questionnaire measuring students’ perceptions towards the game. The results showed that the scores of the post-test were higher than that of the pre-test. Notably, there was a significant improvement in the understanding and application of grammar, particularly in mastering mixed-time reference conditionals, followed by present counterfactual, and past counterfactual conditionals. This indicates that digital games can effectively promote grammar learning and offer innovative teaching methods. Furthermore, in terms of the learners’ perceptions, they generally found the learning method to be interesting, engaging, and effective. The game also boosted their motivation, and they expressed a greater willingness to use this approach for learning grammar. However, their confidence in mastering English conditionals after playing the game was somewhat reduced.