Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students

• Published in: International journal of game-based learning Vol. 9; no. 4; pp. 45 - 69
• Main Authors: Roodt, Sumarie, Ryklief, Yusuf
• Format: Journal Article
• Language: English
• Published: Hershey IGI Global 01.10.2019
• Subjects: Academic Achievement; Adolescents; Adults; Career and Technical Education; Computer & video games; Computer Games; Computer programming; Computer Science Education; Control Groups; Course Content; Education; Educational Games; Educational Methods; Educational Strategies; Experimental Groups; Foreign Countries; Game Based Learning; Instructional Effectiveness; Learner Engagement; Learning; Learning Motivation; Lecture Method; Programming; Student Improvement; Student Motivation; Students; Study and teaching; Synchronous Communication; Teaching Methods; Technology application; Video Games; Vocational Education; Vocational school students; South Africa
• ISSN: 2155-6849; 2155-6857
• DOI: 10.4018/IJGBL.2019100104

Educators have started exploring the potential of digital game-based learning (DGBL) to enhance the learning experience of students. The objective of this experimental research was to explore the potential of DGBL to improve the academic efficiency among vocational education students in South Africa. Students were separated into two groups, an experimental group and control group. Each group received course instruction in the subject of computer programming but using differing instructional strategies. Subsequent to the planned intervention, the academic achievements of both groups were measured through the contrasting results received for pre- and post-intervention tests. The learner-motivation was measured through feedback elicited via a post-intervention questionnaire. Results of the study revealed that the learning motivation of students had a significant impact on their academic achievement, and the academic achievement of students using DGBL as an instructional strategy were better than those learning through the traditional approach.