Abstract
Modern approaches in Physics classes which involve the game-based student response system (GSRS) have been in use for a while, but their educational efficiency and students’ involvement have not been examined. Therefore, this research’s main aim was to determine the educational efficiency and students’ involvement of GSRS and to assess their effect on scientific reasoning. The values of educational efficiency and students’ involvement were calculated based on students’ achievement and perceived mental effort. To determine these values, a pedagogical experiment with parallel groups was applied. The research was conducted on a sample of 172 secondary school students, and included material related to direct currents. The results point to positive and higher values of the educational efficiency and students’ involvement for GSRS approach than the conventional approach. It means that GSRS approach causes lower mental effort, letting more space generate in the working memory to perceive and process new information. The results also show a positive effect of GSRS on higher students’ engagement during the class and scientific reasoning. The obtained results undoubtedly indicate the positive effect of GSRS on the students’ performance. Therefore, GSRS approach should be used often in the classroom. Keywords: educational efficiency, students’ involvement, GSRS, scientific reasoning, teaching physics
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
