This study focuses on evaluating the spelling accuracy outcomes connected to the use of digital games in language learning, to determine whether students who use digital resources improve their vocabulary proficiency. The research involved 24 Primary Education students divided into two groups: a control group, which did not use digital games for language learning, and an experimental group, which used digital games as part of their language learning process. A pretest-posttest design was implemented with a customized test to assess vocabulary proficiency in terms of spelling accuracy.

The findings reveal that students in the experimental group, who used digital games, showed significantly higher improvements in their vocabulary competence compared to the control group. These results highlight the potential of digital games to boost vocabulary acquisition, and call for further research into how such tools can be optimized for broader student populations. The study underscores the importance of integrating technology into language education and opens avenues for exploring how digital resources can differentially impact second language learning.