Examining Parents’ Attitudes Toward Video Games in Children’s English Language Learning: An ANOVA and Regression Analysis

Abstract. This study investigates the role of video games in supporting English language learning among
primary school students aged 7–14, based on survey data from 45 parents in Stip. Statistical analyses
conducted in IBM SPSS showed no significant gender differences in parental attitudes toward the educational
value of video games. Regression analysis identified children’s affinity for learning English through games
as a significant predictor of vocabulary development (R² = 0.394, β = 0.468, p < 0.001). An extended
regression model confirmed that both affinity and perceived usefulness of video games significantly
contributed to vocabulary progress (R² = 0.505). Correlation analysis demonstrated a moderate positive
relationship between motivational influence and vocabulary development (r = 0.509). The findings suggest
that video games can serve as a supportive tool for enhancing vocabulary acquisition and learner motivation
in English language teaching.
Keywords. ANOVA test, video games, technology, children, English language.