Can Game-Based Learning Help to Increase the Awareness of Water Management in Uganda? A Case Study for Primary and Secondary Schools

Brian Nalumenya (), Matteo Rubinato, Michael Kennedy and Jade Catterson
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Brian Nalumenya: Centre for Agroecology, Water and Resilience, Ryton Gardens, Wolston Lane, Ryton-on-Dunsmore, Coventry University, Coventry CV8 3LG, UK
Matteo Rubinato: Centre for Agroecology, Water and Resilience, Ryton Gardens, Wolston Lane, Ryton-on-Dunsmore, Coventry University, Coventry CV8 3LG, UK
Michael Kennedy: Centre for Agroecology, Water and Resilience, Ryton Gardens, Wolston Lane, Ryton-on-Dunsmore, Coventry University, Coventry CV8 3LG, UK
Jade Catterson: Faculty of Engineering, Environment & Computing, School of Energy, Construction and Environment, Coventry University, Coventry CV1 5FB, UK

World, 2024, vol. 5, issue 4, 1-23

Abstract: In the Ugandan curriculum, theoretical teaching predominates in conveying water-related topics due to its efficiency and low resource requirements. However, this teacher-centred approach limits student interaction and collaborative learning. Conversely, game-based learning can enhance social skills, critical thinking, and engagement, yet it remains underutilised in Ugandan education. To address this gap, this study developed three educational games: Water Conservation Snakes and Ladders (WCSL), Water Awareness Quartet Cards (WAQC), and Water Pollution Puzzle (WPP). These games were implemented in four schools—three primary and one secondary—where students engaged in competitive, team-based play. The impact of these games on learning outcomes was assessed through pre- and post-test questionnaires. Descriptive and thematic analysis indicated a significant positive effect, with WAQC showing a 25% greater influence on performance than WCSL (18%) and WPP (14%). The findings also underscored the importance of age in determining game acceptability and enjoyment. To enhance education on water-related issues, it is recommended that these topics be integrated into both Science and Social Studies curricula and taught consistently across academic terms. Ultimately, the Ugandan government should consider incorporating game-based learning strategies into schools to improve student engagement and learning in water resource management.

Keywords: game-based learning; water management; board game; card game; Ugandan curriculum; science learning; social studies learning (search for similar items in EconPapers)
JEL-codes: G15 G17 G18 L21 L22 L25 L26 Q42 Q43 Q47 Q48 R51 R52 R58 (search for similar items in EconPapers)
Date: 2024
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