Effect of Game-Based Learning on Educational Technology Students' Performance: A Case of Simple Repeated Measures Approach
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| Title: | Effect of Game-Based Learning on Educational Technology Students' Performance: A Case of Simple Repeated Measures Approach |
|---|---|
| Language: | English |
| Authors: | Ibrahim Abba Mohamm (ORCID |
| Source: | Education and Information Technologies. 2024 29(14):18287-18297. |
| Availability: | Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Game Based Learning, Educational Technology, Academic Achievement, Achievement Tests, Pretesting, Pretests Posttests, Student Improvement, Outcomes of Education, Foreign Countries |
| Geographic Terms: | Nigeria |
| DOI: | 10.1007/s10639-024-12593-3 |
| ISSN: | 1360-2357 1573-7608 |
| Abstract: | The COVID-19 pandemic kick-started a new paradigm shift in the way and manner teaching and learning takes place on the global scale due to the lockdown that succeeded in shutting down school activities. As a result, most institutions turned to technology supported e-learning as against the traditional face-to-face teaching and learning in order to cover for lost time. This study therefore tested the effectiveness of game-based learning on students' performance in educational technology. Using a simple repeated measures design, 24 students participated in this study. Using an Educational Technology Achievement Test (ETAT), which was validated and pilot-tested to obtain data, the students were given two separate pre-tests before the commencement of the treatment as well as two different post-tests after the treatment. Data were computed using a mixed design repeated-measures ANOVA. Findings revealed that game-based learning significantly improved students' performance to a large extent (F[subscript (3, 69)] = 170.960; p < 0.05) with an effect size ([partial eta-squared]) of 0.881. The study has some implications for Nigerian teachers and researchers in Educational Technology and Science-related fields on the need to incorporate game-based learning given that it has what it takes to improve students' performance. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1446123 |
| Database: | ERIC |
| Abstract: | The COVID-19 pandemic kick-started a new paradigm shift in the way and manner teaching and learning takes place on the global scale due to the lockdown that succeeded in shutting down school activities. As a result, most institutions turned to technology supported e-learning as against the traditional face-to-face teaching and learning in order to cover for lost time. This study therefore tested the effectiveness of game-based learning on students' performance in educational technology. Using a simple repeated measures design, 24 students participated in this study. Using an Educational Technology Achievement Test (ETAT), which was validated and pilot-tested to obtain data, the students were given two separate pre-tests before the commencement of the treatment as well as two different post-tests after the treatment. Data were computed using a mixed design repeated-measures ANOVA. Findings revealed that game-based learning significantly improved students' performance to a large extent (F[subscript (3, 69)] = 170.960; p < 0.05) with an effect size ([partial eta-squared]) of 0.881. The study has some implications for Nigerian teachers and researchers in Educational Technology and Science-related fields on the need to incorporate game-based learning given that it has what it takes to improve students' performance. |
|---|---|
| ISSN: | 1360-2357 1573-7608 |
| DOI: | 10.1007/s10639-024-12593-3 |
