Student Participation and Achievement in a Large Lecture Course With Game-Based Learning

Abstract

Background The use of game-based learning strategies in higher education has shown promise to increase student motivation and achievement. Although studies have begun to explore the structuring of courses as a game, little is known on who benefits the most from this type of instructional environment. Aim This research study explored the impact of a large lecture course designed with game-based learning on participation and achievement. Game elements included narrative, quests, points, feedback, and badges. Method 71 undergraduate students participated in a case study utilizing a mixed methods approach. Measures included course achievement, course participation, and a survey on beliefs and practices. Results Findings indicated students in a large course structured with game-based learning maintained high participation and persistence in meeting course requirements. In addition, overall achievement was not significantly correlated with age, gender, learning style, or game use, contradicting the research literature on game-based learning. Conclusions The use of game-based learning is beneficial for engaging all students in large lecture courses, but more work is needed in determining which strategies are most effective for learning.