A STUDY ON USING GAME-BASED METHOD TO IMPROVE LEARNING EFFICIENCY OF JUNIOR SECONDARY SCHOOL STUDENTS
Game-based approaches aim at improving participants’ engagement and satisfaction, they might have great advantages in solving the issues of students demotivated and uninvolved in learning activities. However, there are few studies on using games elements in education and examining to what extent game-based educational approaches enhance learning. To bridge this research gap, the objective of this study is to examine whether game-based method improves students’ academic performance in the school subject Life and Society. A total of four classes of Grade Seven students and two teachers participated in the study in Hong Kong. Three classes (n= 75) were assigned to the experimental groups and one class (n=30) were assigned to the control group. The experimental group participated in class sessions where they learned the timeline, major events, and factors affecting economic development of Hong Kong by a group-based card game, while the control group were taught by lecture-based method. Using a pre- & post-tests design, data were collected by a tailor-made survey including 9 fact-based questions to assess the learning outcomes. The contents of the survey were judged two experienced teachers and one panel head. Paired samples t-tests and two-way ANOVA were used to compare the possible changes, group differences and interaction effects. Results showed that both the experimental group and control group significantly increased their academic performance in the post-tests, indeed the average post-test scores of experimental groups were higher than that of the control group. Only one among three classes in the experimental group showed a significant increase in post-test scores, indicating a possibility of teacher difference. Boys in the experimental groups significantly improved in the post-test while girls did not differ significantly from pre-test scores. Both students with low and middle ability levels improved significantly in their post-test scores, while students with high ability level did not reach statistical significance. The interaction effect between gender and student ability level was statistically significant, indicating that the influence of student ability level on pre-test scores depended on their gender. Finally recommendations, implications, and limitations to the study are discussed.