The effects of digital game-based learning on performance and motivation for high school students

Abstract

The purpose of this study is to investigate the effects of digital game-based learning on the performance and motivation of high school students in computer science education. A simple matching game was designed using the ARCS Model which is wellknown in instructional design, and can be implemented to various aspects of game-based learning. The game content was identified by reviewing the exact course content used at national schools. An experiment was conducted to examine the students’ achievements through an exam and the learning motivations by The Motivated Strategies for Learning Questionnaire (MSLQ). One hundred and fifty two (152) tenth grade students participated in the users study, and were separated into two groups: one is the experimental group that used game-based learning, and the other is the control group which used the traditional face-to-face approach. The quantitative data was collected and the scores in both learning groups were compared. The results show that students who studied by a gamebased learning model performed better than those who studied using traditional teaching sessions. The same users demonstrated positive attitudes toward the use of educational matching games. © ICIC International