An Empirical Study of Mythware Platform on Improving Academic Performance of College Students

Qingguo Zhang

doi:10.60027/ijsasr.2024.4452

Authors

Qingguo Zhang PhD Candidate, Teaching Technology, Graduate School of Business, Assumption University, Bangkok, Thailand https://orcid.org/0009-0006-8018-6467

DOI:

https://doi.org/10.60027/ijsasr.2024.4452

Keywords:

Mythware System; , Classroom Techniques; , Task-based Pedagogy; , China

Abstract

Background and Aim: With the rapid development of science and technology, great changes are taking place in education all over the world. Digital education is a trend that is forcing the digital transformation of education in different countries, and the education sector is gradually embracing digital games, apps, websites, social media, and learning environments. The research aims to investigate the impact of integrating the Mythware system and task-based pedagogy on academic performance in new media design courses.

Materials and Methods: This quasi-experimental study aims to investigate the impact of integrating the Mythware system and task-based pedagogy in a new media design course for second and third-year students at the School of Computer at Guangdong Business and Technology University. The study includes 92 students divided into experimental and control groups, with data collected through pre and post-tests to assess academic performance. SPSS software will be used for data analysis, including an independent sample T-test to evaluate the effectiveness of the experimental intervention on student outcomes.

Results: The scores of students in the experimental group were significantly improved before and after the experiment, which proves that the Mythware platform can improve the academic performance of college students.

Conclusion: The results show that the experimental group of students before and after the experiment in the practical, spiritual, aesthetic, cultural, and innovative aspects of the assessment scores have significantly improved. The results of the T-test also confirmed that the experimental group of students in these dimensions of the post-test scores are significantly higher than the pre-test.

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