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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 0000-0002-5388-6859), Oluwole Caleb Falode (ORCID 0000-0001-7585-4834), Ibrahim Ismaila Kuta (ORCID 0009-0007-7572-3747), Ahmed Bello (ORCID 0000-0001-7883-9357)
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
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  Data: 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&#39; 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&#39; performance to a large extent (F[subscript (3, 69)] = 170.960; p &lt; 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&#39; performance.
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      – SubjectFull: Academic Achievement
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Nigeria
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