The report of the Department of Islamic Development Malaysia (2015) showed that the approach of teachers who tend to use traditional teaching methods has caused students to feel bored and less active in the class. The teaching class time factor that took place in the afternoon also reduced the students ’interest to pay attention to teaching & learning (T&L) in the KAFA class. A statistical report in the United Kingdom Global Gaming Stat states 74% of K-8 educators use digital games to promote the learning process and 33% use games to increase students ’motivation and skills levels while 29% reported conducting formative assessments of skills and knowledge student base. In addition, 56% of parents stated that the use of games to educate students has a positive impact on their children.