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Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning

This study investigates the impact of gamified learning, specifically through computerised and paper-based board games, compared to conventional teaching methods on science education for 10-year-old students. We conducted an experimental design with 574 Malaysian Type Chinese Primary School partici...

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Main Authors: Mohd Kamal, Othman, Sim, Kah Ching
格式: Article
語言:English
出版: Springer Nature 2024
主題:
L Education (General)
在線閱讀:http://ir.unimas.my/id/eprint/44984/1/EAIT%20FINAL%20PAPER.pdf
http://ir.unimas.my/id/eprint/44984/
https://link.springer.com/article/10.1007/s10639-024-12818-5
https://doi.org/10.1007/s10639-024-12818-5
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id my.unimas.ir.44984
record_format eprints
spelling my.unimas.ir.449842024-06-18T01:25:35Z http://ir.unimas.my/id/eprint/44984/ Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning Mohd Kamal, Othman Sim, Kah Ching L Education (General) This study investigates the impact of gamified learning, specifically through computerised and paper-based board games, compared to conventional teaching methods on science education for 10-year-old students. We conducted an experimental design with 574 Malaysian Type Chinese Primary School participants, using preand post-tests, questionnaires, classroom observations, and interviews over three weeks. Students who engaged in gamified learning with computerised board games saw a significant improvement in academic performance (mean increase of 55.41%) and learning motivation compared to the conventional teaching group. Notably, the computerised board game group displayed the highest academic performance gains. Social interaction improved in all groups, with the mean score ranks (conventional teaching: 83.50, paper-based board games: 400.71, computerised board games:340.29), suggesting gamification’s potential to foster collaborative learning environments. Learning motivation also improved, with the mean score ranks (conventional teaching: 83.50, paper-based board games: 409.82, computerised board games:331.18). The theoretical framework integrates Activity Theory and Social Constructivism, providing a robust foundation for analysing behavioural, cognitive, and motivational aspects. This study extends beyond current research by offering empirical evidence of the pedagogical impact of computerised and paper-based board games on science education for 10-year-olds, highlighting the positive influence of innovative teaching methods. The findings suggest a potential transformation in traditional pedagogical approaches, aligning with the global pursuit of high-quality learning experiences. Springer Nature 2024-06-13 Article PeerReviewed text en http://ir.unimas.my/id/eprint/44984/1/EAIT%20FINAL%20PAPER.pdf Mohd Kamal, Othman and Sim, Kah Ching (2024) Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning. Education and Information Technologies. pp. 1-37. ISSN 1573-7608 https://link.springer.com/article/10.1007/s10639-024-12818-5 https://doi.org/10.1007/s10639-024-12818-5
institution Universiti Malaysia Sarawak
building Centre for Academic Information Services (CAIS)
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Malaysia Sarawak
content_source UNIMAS Institutional Repository
url_provider http://ir.unimas.my/
language English
topic L Education (General)
spellingShingle L Education (General)
Mohd Kamal, Othman
Sim, Kah Ching
Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning
description This study investigates the impact of gamified learning, specifically through computerised and paper-based board games, compared to conventional teaching methods on science education for 10-year-old students. We conducted an experimental design with 574 Malaysian Type Chinese Primary School participants, using preand post-tests, questionnaires, classroom observations, and interviews over three weeks. Students who engaged in gamified learning with computerised board games saw a significant improvement in academic performance (mean increase of 55.41%) and learning motivation compared to the conventional teaching group. Notably, the computerised board game group displayed the highest academic performance gains. Social interaction improved in all groups, with the mean score ranks (conventional teaching: 83.50, paper-based board games: 400.71, computerised board games:340.29), suggesting gamification’s potential to foster collaborative learning environments. Learning motivation also improved, with the mean score ranks (conventional teaching: 83.50, paper-based board games: 409.82, computerised board games:331.18). The theoretical framework integrates Activity Theory and Social Constructivism, providing a robust foundation for analysing behavioural, cognitive, and motivational aspects. This study extends beyond current research by offering empirical evidence of the pedagogical impact of computerised and paper-based board games on science education for 10-year-olds, highlighting the positive influence of innovative teaching methods. The findings suggest a potential transformation in traditional pedagogical approaches, aligning with the global pursuit of high-quality learning experiences.
format Article
author Mohd Kamal, Othman
Sim, Kah Ching
author_facet Mohd Kamal, Othman
Sim, Kah Ching
author_sort Mohd Kamal, Othman
title Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning
title_short Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning
title_full Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning
title_fullStr Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning
title_full_unstemmed Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning
title_sort gamifying science education: how board games enhances engagement, motivate and develop social interaction, and learning
publisher Springer Nature
publishDate 2024
url http://ir.unimas.my/id/eprint/44984/1/EAIT%20FINAL%20PAPER.pdf
http://ir.unimas.my/id/eprint/44984/
https://link.springer.com/article/10.1007/s10639-024-12818-5
https://doi.org/10.1007/s10639-024-12818-5
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score 13.251813

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