Using Game-Based Learning for Engaging with Determinants in Mathematics Education at the University Level

In the evolving landscape of education, creative ways to improve student engagement and academic performance are being investigated more and more. Because traditional teaching approaches frequently fail to hold students' attention, educators are forced to look for substitutes that can create a more dynamic and engaged learning environment. Amidst this change, there has been an increase in interest in methods that enhance academic performance while also making learning fun. This study looks into the effects of game-based learning on the academic achievement of Grade 8 students in Mathematics at the University of La Salette High School. Employing a Quasi-experimental design, specifically the pretest-posttest control group design was adopted using two intact groups. A total of 79 students, divided into control (38 students) and experimental (41 students) groups, participated in the study. The control group received instruction through traditional teaching methods such as board works, seat works, assignments and weekly quiz, while the experimental group engaged in various teacher-made, non-digital mathematical games such as games such as Probability Trio: A Three-Game Challenge, Case Quest: The Million Peso Challenge derived from deal or no deal gameshow, Card Category Conundrum, a card game activity and more activities. The main instrument used in this research is a 50-item researcher-made Mathematics Achievement Test. The test underwent a series of steps of validation and the reliability coefficient was also determined (KR-20 = 0.9141). Statistical analysis included paired samples t-tests, independent t-tests, and Cohen’s D to determine significant differences in mean scores and the effect size of the game-based strategy. Results indicated that both groups showed progress from their pretest to posttest scores; however, the experimental group demonstrated a significantly higher average gain of 7.1 compared to the control group's gain of 3. This suggests that game-based learning positively impacts students' mathematical achievement. Pretest scores were comparable between groups, but posttest results revealed a substantial difference favoring the experimental group. The findings highlight the effectiveness of game-based learning in improving academic achievement, with a large effect size indicated by Cohen's D. In light of these findings, the study recommends that mathematics educators integrate game-based activities into their instruction to enhance student performance and confidence in Mathematics. Continuous updating of activities, curriculum development that incorporates game-based learning, and professional development for educators are also advised. Engaging parents in supporting game-based learning at home and conducting further research with larger sample sizes to explore digital game effects are suggested for future studies.

Effective mathematics education is pivotal for students’ academic achievements and future career prospects. However, traditional teaching methods are often inadequate for helping students retain mathematical concepts, emphasizing the necessity for innovative approaches such as game-based learning. This research aimed to assess the efficacy of game-based learning in bolstering the retention of trigonometry concepts among senior secondary school students. Employing a mixed between and within measures ANOVA design, the study randomly assigned 60 students (aged 15-16 years, 31 males and 29 females) to either an experimental group (n=28) receiving game-based learning or a control group (n=32) receiving traditional instruction. Data, collected through the study’s tool (Mathematics Achievement Test [MAT]) at the pre-test, post-test, and retention test stages, underwent repeated measures ANOVA analysis. Results indicated significant effects of Group [F(1, 58) = 44.081, p<.001, ?²p=.432], Time [F(1.783, 103.4) = 16.561, p<.001, ?²p=.222], and Group by Time interaction [F(1.783, 103.4) = 18.125, p<.001, ?²p=.238]. The experimental group exhibited notably higher retention scores (Time 3 mean = 74.82) than the control group (Time 3 mean = 44.38). Importantly, gender, age, and location did not significantly moderate the effectiveness of the game-based approach. In conclusion, game-based learning effectively enhances and sustains students’ retention of trigonometry concepts, irrespective of demographic variables. This study furnishes empirical validation for integrating game-based learning into mathematics education, underscoring its potential to fortify conceptual retention, and offering actionable insights for educators and policymakers alike.

Using digital and non-digital card games to teach mathematics is a well-established didactic technique widely applied at different levels of education. Game-based learning strategies are also gaining ground in higher education, but the use of maths card games in university settings remains limited. Generation Z students are true digital natives, members of a hyper-cognitive generation with a learning profile different from any previous generation. In this paper, an original non-digital card game, Blue Yeti, is presented that supports determining the convergence property of improper integrals using the comparison theorems and the Cauchy–Maclaurin test, providing a motivational and effective way of acquiring knowledge for Gen Z students. This paper provides a comprehensive overview of the development process, rules, and gameplay mechanics of Blue Yeti, which was created as a key component of a multifunctional didactic framework. In addition, it presents findings from a two-year research study conducted among first-year bachelor’s students in computer science on the benefits of playing Blue Yeti. Quantitative studies were carried out with 63 first-year IT students using a quasi-experimental research design to measure the effectiveness of the game. A pre- and post-test design was used with the experimental group of 31 participants to evaluate the short-term effects of card game-based learning. A t-test for paired samples was used for hypothesis testing. To assess the medium-term impact, the results from the related midterm exam problems were statistically analysed, comparing the outcomes of the experimental group with those of the control group using the Mann–Whitney U-test. The results indicated that the experimental group outperformed the control group, achieving a mean score of 3.03 out of 6 on the designated midterm exam problems, compared to the control group’s mean score of 1.78. Additionally, student attitudes towards the game were measured using a mixed-method approach, which provided not only quantitative data but also qualitative information on student attitudes towards Blue Yeti, complementing the statistics on learning outcomes. The results of the study clearly support the effectiveness of the card game.

A Review of:
 Kaneko, K., Saito, Y., Nohara, Y., Kudo, E., & Yamada, M. (2018). Does physical activity enhance learning performance? Learning effectiveness of game-based experiential learning for university library instruction. Journal of Academic Librarianship, 44(5), 569-581. https://doi.org/10.1016/j.acalib.2018.06.002
 Abstract
 Objective – To understand the impact of a mobile application game for library knowledge acquisition, task performance, and the process of learning.
 Design – The main experiment included a pretest, learning experience, post-test, and a questionnaire. One month later, a post-experiment was conducted, including a test of “declarative knowledge” and a behavioural test.
 Setting – Kyushu University in Fukuoka, Japan
 Subjects – 36 first-year undergraduate students, of which 25 were female and 11 were male. Students were divided into experimental and control groups. 32 students completed the study.
 Methods – In the main experiment, students responded to the same 20 question pre-test on library use, and then both groups participated in learning experiences designed to convey knowledge about using the library. The control group’s learning setting was a web-based tutorial about the library. The experimental group’s learning setting was “Library Adventures: Unveil the Hidden Mysteries!” a “game-based learning environment” developed by the researchers (Kaneko, Saito, Nohara, Kudo, & Yamada, 2015, p. 404), which required students to complete activities by physically moving through the library. For both groups, learning content related to local library procedures, like hours, arrangement of collections, and methods for locating books and articles. The game collected data that the authors analyzed using statistical methods in an attempt to validate quizzes that were embedded in the game. After finishing the learning experience, all students completed the 20-question post-test, and then responded to the Instructional Materials Motivation Survey (IMMS), a questionnaire designed to gauge learning motivation using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model. One month following the main experiment, all students took a test of declarative knowledge and completed a skills test.
 Main Results – Experimental and control group students gained about the same level of declarative knowledge. All students lost some knowledge in the one-month gap between the main and post-experiment. Students who had learned through Library Adventure were able to borrow a journal and locate a newspaper article more effectively than the control group. In contrast, tutorial users made study room reservations more quickly than the experimental group. More significantly, the IMMS instrument demonstrated that game-based learners scored higher in attention, relevance, and satisfaction than tutorial-based learners. Experimental and control group participants demonstrated the same level of confidence.
 Conclusion – While inconclusive about the effectiveness of games versus tutorials for acquisition and retention of knowledge, the authors concluded that game-based instructional content may foster greater learner engagement, aiding some students in understanding how to use the library in a manner superior to web-based tutorials. Librarians and instructional designers developing game-based learning experiences for novice library users may find this research informative.

Game-based learning can not only lead to learning through the virtual game world but also trigger learner motives via planned gaming processes. Supplemented game-based learning activities not only allow learners to practice repeatedly but also entail them to reach learning objectives. This study aimed to utilize flipped classroom with digital game-based learning activities in elementary school students' English learning. The study investigated the effects of English learning, and the motivation of the experimental group in attention, relevance, confidence, and satisfaction. Results indicate that there were no significant differences between the experimental and control groups. However, the experimental group did show large improvement in learning achievements after game-based flipped learning activities. By looking at the conscious reaction of experimental group toward the flipped classroom with game-based learning, in addition, the research found that participants believed the method could trigger their interest and curiosity in learning, and that the games prepared them for successive learning materials. Moreover, results also show that the game-based learning process could promote their sense of accomplishment in learning, thus encouraging them to continue learning.

BackgroundAcademic Motivation forces students to work harder to achieve their educational goals and increases their academic achievement. Teaching methodologies are one of the ways to cater learning needs of students and improve academic motivation. However, there is a paucity of literature comparing the two small group discussion methods for their effect on academic motivation and the academic achievement. This study aims to analyze which small group discussion teaching method (between jigsaw and tutorial) is more effective in improving the academic motivation and achievement of undergraduate dental students. .MethodsThis experimental study was conducted at Shifa College of Dentistry, randomly sampling the BDS 1st year students into two teaching groups (Jigsaw and Tutorial). Three teaching sessions were conducted within the module to teach the same topics to both groups. Multiple Choice Questions and a shorter version of the Academic Motivation Scale were administered to both groups before and after the intervention, to compare differences in scores. Data was analyzed using SPSS-26.ResultsThe data of 46 students was included in the study (22 students in the Tutorial Group and 24 in the Jigsaw group). The mean pre-test scores of the academic achievement test for the control (tutorial) group was 16.86 ± 2.997 and for the experimental (jigsaw) group was 16.58 ± 3.296 (p-value=0.765). The mean post-test scores were 17.32 ± 3.859 and 19.50 ± 3.162 for the control and experimental group respectively (p-value=0.041). The control group and the experimental group had mean academic motivation scores of 56.05 ± 15.32 and 59.83 ± 10.09 respectively, before the intervention (p-value=0.324). Post intervention, the two groups had mean academic motivation scores of 57.66 ± 11.87(control group) and 72.17 ± 12.42 (experimental group). There was a statistically significant difference in the mean scores on the academic motivation scale (p value=0.000) between the two groups after intervention.ConclusionThe jigsaw method is more effective in improving academic motivation and achievement of undergraduate dental students.

The Effectiveness of a Human Patient Simulator in the ATLS Shock Skills Station

Students with difficulties learning mathematics can be found in almost every classroom. Hence, many educators are constantly striving to improve their students’ classroom achievement. One potential solution is using peer tutoring. This research focused on the effects of peer tutoring on students’ academic achievement in learning Mathematics. Five research questions and Four hypotheses were formulated to guide the study. This study utilized the pretest-posttest with control group quasi-experimental research design, involving a sample of 60 Grade 10 students of University of La Salette Inc. High School who were selected based on their 2nd quarter grade. Simple random sampling by fishbowl technique was also employed to assign students to either control or experimental group, and the same method was employed in pairing the students. The experimental group received peer tutoring, while the control group was taught using the conventional lecture method. To gather data for analysis, a researcher made questionnaire Mathematics Students Achievement Test (MAT) was crafted based on the 3rd quarter lessons as stipulated in the curriculum guide set by DEPED and validated by five experts, demonstrating a reliability index of 0.792 as determined by Kuder – Richardson formula (KR-20) which means reliable. After five weeks of intervention, post-test was given to both groups to measure and assess learnings and effectiveness of peer tutoring. The post-test was just similar to the pretest. The result of the post-test was recorded and compared with the results of the pre-test to see if there is an increase in the scores of the students and to determine the effect of the intervention in the achievement of the students in Mathematics. The data were analyzed using mean, standard deviation, paired sample t-test, and t-test for independent which were tested at 0.05 level of significance. Moreover, Cohen’s d was also used to determine the effect size of the peer tutoring. The result of the findings unveiled that the participants to both group, control and experimental group showed that there is a significant difference occurred in students’ academic achievement which means that there is an improvement in the academic achievement of students after the interventions. However, students who were exposed to peer tutoring with Cohens d= 1.07 (large effect) achieved higher scores and exhibited notably superior performance compared to those who exposed to the traditional talk and chalk teaching method with Cohens d= .483 (small effect) which implies that even if there is a significant difference of the scores of the students exposed to traditional teaching, the effect size indicates that there is only a small effect or small improvement. In connection to the findings, the study recommends that teachers should explore more strategies and interventions that will help students in learning mathematics to achieve better academic achievement in the said subject. And since, peer tutoring demonstrated greater effectiveness and contributed to heightened mathematics achievement compared to conventional teaching methods, it is recommended that mathematics educators should embrace and adopt this as an intervention program to help students improve their academic achievements in Mathematics. Future researchers should encompass a larger sample size, different research locations, and additional factors that were not considered in the present study. Moreover, other techniques that help students perform better in mathematics should be explored.

Contribution: This article compares the effectiveness for online software engineering education of video-based learning and game-based learning using teacher-authored educational video games created by using authoring tools. Background: Although substantial research has evaluated the impact of video-based and game-based learning versus traditional teaching approaches, little research has been done comparing the effectiveness of video-based learning and video game-based learning. Furthermore, the few studies that performed this comparison did not compare the effectiveness for online education or examined teacher-authored video games. Research Questions: Is game-based learning using teacher-authored video games more effective than video-based learning in terms of knowledge acquisition for software engineering students in online settings? Is game-based learning using teacher-authored video games more effective than video-based learning in terms of motivation for software engineering students in online settings? Methodology: A quasi-experimental design with control and experimental groups and pre- and post-tests was employed. A total of 180 software engineering students participated in this study, 81 of which belonged to the control group while the other 99 were part of the experimental group. The students in the control group took an online lesson in which they learned exclusively by watching videos, whereas the students in the experimental group took the same lesson but learned exclusively by playing an educational video game created by a teacher through an authoring tool. Findings: The results show that game-based learning using teacher-authored educational video games was more effective than video-based learning in terms of both knowledge acquisition and motivation.

A Game-based learning system for improving student's learning effectiveness in system analysis course

In this study, the effects of the authentic learning approach in social studies on academic achievement, retention of knowledge, and attitude towards the course were investigated. In the study, a quasi-experimental pre-test-post-test design with a non-equivalent control group was used. The study group consisted of 50 6th grade students. In the process, the authentic learning approach was used in the experimental and control group, the texts and instructions given in the course book were followed. The study data were collected by the “Social Studies Course Academic Achievement Test” and “Social Studies Course Attitude Scale”. As a result of the experimental process, it was obtained that the academic achievement levels of the students in the experimental and control groups in the social studies course increased and differed significantly compared to the pre-experimental process. It was observed that the measurement results in the follow-up studies conducted five weeks after the measurement after the application did not differ significantly from the post-test scores of the students in the control and experimental groups. The difference between the achievement test scores of both groups was significant, favouring the students in the experimental group. The changes in the attitudes of the students in the control group towards the social studies course were not found to be significant when compared to the pre-experimental process, while the changes in the attitudes of the students in the experimental group were significant. While there was no significant difference between the pre-test attitude scores of the students in the experimental and control groups, a significant difference was found between the post-test attitude scores favouring the experimental group. In this respect, the authentic learning approach has created an important alternative to methods based on knowledge transfer. In addition, it was observed that the authentic learning approach positively changed students’ attitudes towards the course.

Objectives • To assess the intensity of labor pain and outcome of labor among the control group. • To assess the effectiveness of ambulation on intensity of labor pain and outcome of labor among the experimental group. • To assess the usefulness of ambulation by opinionnaire among experimental group. • To compare the effectiveness of ambulation on the intensity of labor pain and outcome of labor among experimental and control groups. • To find an association between the intensity of labor pain with selected demographic variables. Materials and methods An experimental research approach was used for the study. Random sampling technique was used to allocate the subjects into experimental and control groups. Visual analog scale was used to assess the intensity of pain and observational check list was used to assess the outcome of labor. The study comprised of 40 primigravida mothers and they were grouped as experimental and control through randomization. One group received ambulation treatment, the other did not. The researcher then observed the groups to determine the effect of the treatment. Results The collected data was analyzed by descriptive and inferential statistics. The intensity of pain revealed that 40% in the experimental and 55% in the control groups experienced severe pain. The labor augmentation revealed that both oxytocin and cerviprime gel was used for 30% in the experimental and 35% in the control groups. On the mode of delivery, majority of mothers (60%) had normal vaginal delivery both in experimental and control groups. On the duration of the first stage of labor revealed that 50% in the experimental and 20% in the control groups were between 10 to 12 hours. Second stage of labor revealed that majority were between 1 and 2 hours in both the control and experimental groups. The opinion of experimental group mothers on ambulation revealed that half of the mothers (50%) agreed for recommending the ambulation for their neighbors and friends and less than half (35%) of them have agreed for comfort during first stage of labor and 40% of them have agreed for ambulation should be made as a routine in labor room. In the experimental group, mean pain score (6.8) is less than the control group (7.5). The calculated Mann-Whitney Z-value (2.045) is greater than the Z α-value of 1.960 at 0.05 level of significance. In the experimental group, the mean duration of first stage of labor score (3.95) is significantly higher than the control group mean score (3.00). The mean outcome of labor in experimental group (13.95) is greater than the control group. Conclusion There was a significant difference in the duration of first stage of labor between the experimental and control groups. But, there was no significant difference in the overall outcome of labor between experimental and control groups. There was no significant association between intensity of labor pain with selected demographic variables. This may be because of small sample size. How to cite this article Savitha V, Nayak S, Paul S. Effect of Ambulation during First Stage of Labor on Labor Pain and Outcome of Labor among the Primigravida Mothers in a Selected Hospital, Mangalore. J South Asian Feder Obst Gynae 2013;5(1):1-3.

In this study, we aimed to determine the effects of Web 2.0 animation tools for science education on 4th-graders’ academic achievements and basic skills, as well as their attitudes and motivations towards science courses. The study was designed with pretest-posttest control group quasi-experimental pattern. The sample consisted of 4th-grade students studying at one of the primary schools in Selçuklu, Konya, Turkey. In the comparison of the pretest mean scores of the students in the data collection tools applied to the experimental and control groups as a pretest, it was determined that the groups were equivalent to each other in terms of their baseline characteristics. The topics in the experimental and control groups were taught in accordance with the methods-techniques prepared and recommended according to the 4th grade curriculum. Unlike the students in the control group who did not receive any additional intervention, the students in the experimental group watched animations prepared by the researcher. In the posttest mean scores of the students in the experimental and control groups, there was a significant difference in favor of the experimental group (t(55)achievement=-2.23, p<0.05). Accordingly, the teaching process applied in the experimental group was more effective on academic achievement than the teaching process in the control group. In the comparison of the results of the test of basic process skills (t(55)Skill=–.730, p>0.05) applied as a posttest to the experimental and control groups at the end of the teaching processes and the posttest mean scores obtained by the students in terms of their attitude (t(55)attitude=–.730, p>0.05) and motivations (t(55)motivation=.149, p>0.05) towards science, no significant difference was found between the groups. In this respect, the teaching processes applied to the experimental and control groups did not create any difference in the students’ basic skills, attitudes or motivations towards science

Programming is a necessary skill for students in computer science-related fields, but teaching it to first-year undergraduates can be challenging. Traditional classroom-based learning and teaching methods are insufficient, especially when it comes to programming. Game-based learning has emerged as an effective way for students to learn programming, even though there is currently a lack of empirical evidence in the literature. Therefore, this research aims to develop a Game-based Learning (game-based learning) Computer Game that can effectively teach programming to undergraduate students. The game will be expertly reviewed by three game designers and three programming lecturers to ensure its effectiveness. The study will involve a quasi-experiment, in which students will play the game while assessing their understanding of programming. One programming module (Object-Oriented Programming) will be covered and two batches of Year 1 Bachelor of Software Engineering (Educational Software) students from Universiti Pendidikan Sultan Idris will participate in this research. All participated students are randomly divided into control and focus groups. Data collection was according to A quasi-experiment with a control group that was conducted to investigate the effectiveness of Sokoban in learning programming. A comparative analysis using ANOVA method on the efficiency of learning programming between game-based learning approach and existing learning approach (among control group and experimental group) revealed great significance [F = 6.6296, p <.05]. Therefore, it can be concluded that the Sokoban computer game was effective in teaching programming to undergraduate year one students. These findings have significant implications for the future development of game-based learning games to aid undergraduate students in learning topics related to programming paradigm. The results suggest that game-based learning games could have a positive impact on programming education in Malaysian tertiary institutions. The knowledge gained from this study could contribute to determining the importance of the game-based learning approach for other ICT-related modules. The proposed game-based learning game is beneficial to academics, industry professionals and students in effectively learning programming.

Indonesia has a shortage of professionals in Information and Communications Technology (ICT). Therefore, to increase the pool of electrical experts who are also qualified in the field of computer science, it is necessary to boost interest in computer science at an early year of upper secondary level. The Game Based Learning (GBL) approach increased investment in computer science for vocational high school learners. The two-dimensional (2D) game named Jack into Woods (JIW) was developed to teach fundamental concepts of C++ programming and influence the view in the computer science fields of electrical engineering of vocational high school students. The research involved the instructional design procedure, particularly the ADDIE model, to build and observe the computer game prototype and whether the product contextually fulfills the feasible and practical standard. The quantitative research method study was used to analyze the measurement. A total of 4 experts, 32 students from the pilot study group and 64 students from the control and experiment groups, participated in the research. The data was collected from research participants through pre-test–post-test, and pre-survey–post-survey responses. The quantitative data was collected, and feasibility was analyzed using descriptive statistics. Although participants scored significantly different between experiment and control groups’ post-survey responses, the focus and control groups’ post-test performances were not significantly different.