The effects of utilising computer game-based learning as a pedagogy : a case study

Abstract

The primary aim of this research study was to investigate the use of gamification as a pedagogy to teach certain topics from the SEC VET subject Health and Social Care to a group of Year 10 students in three (3) Maltese state schools. It sought to explore how such a pedagogy effects both motivation and understanding and whether it could be used across the entire curriculum. Through a mixed-method research methodology, the study sought to shed light on whether intrinsic motivation is a key factor to learning and, if so, whether increasing this type of motivation ultimately leads to increased understanding. More specifically, a custom-made game was developed by the researcher, in collaboration with a Health and Social Care, teacher consisting of five (5) mini games directly related to the selected topics from the syllabus, encapsulated within an adventure game, in order to add a storyline to the experience, as per recommendations provided from previous research studies; providing a resource that could be used to increase such intrinsic motivation. In-game quantitative data, mainly students’ achievements, playtime, and opinions by means of a simple rating system, was collected as students played the minigames. Further qualitative data, by means of a focus group session held with four (4) participating teachers, was then carried out to provide a more in-depth analysis and provide for data triangulation. The study concluded that gamification has great potential to be used for any subject. It underlined the importance of how games should be designed from scratch, with educators and developers working together to create resources that are fun to play, whilst providing a learning experience that is devoted to the syllabus. The study pointed out that creating such games from scratch is both time consuming and expensive, and any endeavour to implement such a pedagogy should be taken on at a national level across all schools. Limitations of quantitative data was also discussed, seeking to identify reasons for lack of gameplay by students.