Manoj Kumar, Xin Wei Chang, Ameer Faqh

Implementation of Game-Based Learning in Improving Learning Motivation of Elementary School Students

Introduction

Implementation of game-based learning in improving learning motivation of elementary school students. Discover how Game-Based Learning significantly boosts elementary school students' motivation. A pseudo-experiment reveals GBL effectively enhances engagement in primary education.

Abstract

This study aims to explore the effect of Game-Based Learning (GBL) implementation on students' learning motivation in primary schools. GBL is a learning approach that integrates game elements into the teaching and learning process, designed to increase student engagement and motivation. In the context of primary education, learning motivation is an important factor that contributes to students' academic success. The research method used was a pseudo-experiment with a pretest-posttest control group design. The research sample consisted of 80 fourth grade students in one elementary school who were divided into two groups, namely the experimental group using GBL and the control group using conventional learning methods. Data regarding students' learning motivation was collected through a learning motivation questionnaire adapted from a standardized learning motivation scale. The results of the data analysis showed that there was a significant increase in the learning motivation of students using GBL compared to the control group. The average learning motivation score in the experimental group increased significantly after the implementation of GBL, with a p value <0.05. These findings suggest that GBL is effective in increasing students' learning motivation in primary schools. This study suggests that GBL can be integrated into the learning curriculum in primary schools as one of the strategies to increase students' learning motivation. In addition, further research is recommended to explore various other aspects of GBL, such as its impact on students' learning outcomes and social skills.

Review

This study, titled "Implementation of Game-Based Learning in Improving Learning Motivation of Elementary School Students," addresses a highly relevant and contemporary issue in educational psychology: fostering student motivation, especially within the primary school context. The clear objective—to explore the effect of Game-Based Learning (GBL) on motivation—is well-articulated, and the chosen methodology of a pseudo-experiment with a pretest-posttest control group design is appropriate for investigating causal relationships. The abstract clearly outlines a structured approach to data collection and analysis, involving a sufficiently sized sample of 80 fourth-grade students, which lends initial credibility to the reported findings. The core finding, demonstrating a significant increase in learning motivation among students exposed to GBL compared to the control group (with a p-value < 0.05), provides compelling evidence for the efficacy of this pedagogical approach. This result has immediate practical implications, suggesting that integrating GBL into primary school curricula could be an effective strategy to boost student engagement. While the abstract mentions an "adapted" learning motivation questionnaire, a full review would need to ascertain the psychometric properties (reliability and validity) of this adapted instrument in the specific research context. Furthermore, while the study establishes *that* GBL works, the abstract could benefit from briefly describing the nature or types of GBL activities implemented to provide more context for its application. Overall, this study makes a valuable contribution to the growing body of literature on innovative teaching methods. Its findings strongly advocate for the thoughtful incorporation of game elements into elementary education to enhance student motivation, a critical predictor of academic success. The recommendation for further research to explore GBL's impact on learning outcomes and social skills is judicious and points towards important future directions. Additionally, future work could consider the long-term effects of GBL, its efficacy across different subject areas, and how specific game design principles might be optimized for various learning objectives and student demographics. The study provides a solid foundation for continued exploration in this promising area.

Full Text

Comments

You need to be logged in to post a comment.