The Impact of Web Game-Based Teaching Method on the Academic Performance of Students Majoring in Computer Science Department in a Vocational College in Chengdu
DOI:
https://doi.org/10.60027/ijsasr.2024.4537Keywords:
Game-Based Learning, , Serious Games, , Bloom's Taxonomy of Educational Objectives, , Learning Theory of Constructivism, , Situated Learning, , Teaching StrategiesAbstract
Background and Aim: Educational games offer interactive learning experiences that engage students, enhance motivation, and improve learning outcomes. This study compares game-based learning with traditional methods to enhance academic performance among Computer Science students at a vocational college in Chengdu.
Materials and Methods: A mixed-methods design was used to compare the effects of game-based learning and conventional instruction. 103 students were selected via stratified random sampling, with 51 in the control group and 52 in the experimental group. Pre-test and post-test assessments measured learning outcomes across four knowledge types.
Results: Game-based learning significantly improved all knowledge types compared to traditional methods. Post-test scores were notably higher, indicating the effectiveness of game-based teaching. Both mean and t-test analyses supported the superiority of game-based learning.
Conclusion: Implementing web game-based teaching positively impacts academic performance in Computer Science students at a vocational college in Chengdu. This approach significantly enhances learning outcomes across various knowledge types, offering valuable insights for educational program design in computer science.
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