The effects of digital game-based learning on elementary students' science learning

Abstract

The purposes of this research were to develop the digital game-based learning and to examine the effects on elementary students' science learning. We incorporated the game factors and science contents including “Oxygen and Carbon Dioxide” and “Electromagnetic World” into the game-based learning system. The quasi-experimental research was implemented for eight weeks. Fifty-four sixth-graders from two classes were assigned to the experiment group for digital game-based learning and the control group. The results revealed that the students in the game-based learning group performed significantly than the control group on the second lesson, especially for average- and high-achieving students. The results also indicated the significant positive correlation between students' performance online and their science achievement.