The present study investigates the effectiveness of digital instructional games (DGBL) on alphabet signs (AS) and Word Learning (WL) in Persian to non-Persian-speaking children. The quasi-experimental method with a pretest-posttest design was applied to the study. Fifty-nine participants were randomly chosen from 400 students in Kalat-e Naderi, Iran. The participants were randomly divided into experimental and control groups. Descriptive and inferential (e.g., covariance) statistics were used to analyze the data. The findings revealed that DGBL significantly enhances AS and WL in Persian to non-Persian-speaking children. It is concluded that instructing AS and WL using the DGBL can improve the learners' performance in Persian learning. This conclusion may have pedagogical implications for language education programs, language instructors, and curriculum designers in academic settings.
