Student Participation and Achievement in a Large Lecture Course With Game-Based Learning

Larysa Nadolny and Andrea Halabi

Simulation & Gaming, 2016, vol. 47, issue 1, 51-72

Abstract: Background The use of game-based learning strategies in higher education has shown promise to increase student motivation and achievement . Although studies have begun to explore the structuring of courses as a game , little is known on who benefits the most from this type of instructional environment. Aim This research study explored the impact of a large lecture course designed with game-based learning on participation and achievement . Game elements included narrative, quests, points, feedback, and badges. Method 71 undergraduate students participated in a case study utilizing a mixed methods approach. Measures included course achievement, course participation, and a survey on beliefs and practices. Results Findings indicated students in a large course structured with game-based learning maintained high participation and persistence in meeting course requirements . In addition, overall achievement was not significantly correlated with age, gender, learning style, or game use, contradicting the research literature on game-based learning. Conclusions The use of game-based learning is beneficial for engaging all students in large lecture courses , but more work is needed in determining which strategies are most effective for learning.

Keywords: attendance; game-based learning; game design; higher education; large courses; lecture; multiplayer classroom; quest; teaching strategies (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:47:y:2016:i:1:p:51-72

DOI: 10.1177/1046878115620388

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