Effects of the Digital Game-Development Approach on Elementary School Students' Learning Motivation, Problem Solving, and Learning Achievement

Abstract

In this study, the game-based development approach is proposed for improving the learning motivation, problem solving skills, and learning achievement of students. An experiment was conducted on a learning activity of an elementary school science course to evaluate the performance of the proposed approach. A total of 59 sixth graders from two classes of the elementary school participated in the experiment. One class of 30 students was selected as the experimental group, and the other class of 29 students was the control group. From the experimental results, it was found that the proposed game development-based learning approach could effectively promote the students' problem-solving skills. However, the students' learning achievement and motivations were quite different from our expectations. A discussion of the experimental group interview data is provided and suggestions made.

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

“…These results achieved and expressed in the particular context of this study are in line with other studies that preceded this one. These studies reported that training practices using escape rooms improve student motivation [14][15][16][17], group work [24], activation and participation [31,44], as well as commitment to learning tasks [20,36], which has a close psychological relationship with the absence of a negative effect and adequate attitude of students towards the instructive process [25,45].…”

“…Gamification improves various psychosocial academic indicators such as students´motivation, as the activity to be carried out is presented as an attractive challenge for the participants [14][15][16][17][18]. Other benefits found in the literature review are resolution of problems in training activities [19], commitment to the task to be performed [20,21], interest in learning actions that lead to the achievement of didactic objectives [22], attraction to learning that favors the achievement of skills [23], social skills required to interact effectively in group practices [24], and improvement of student behavior and attitude [25].…”

Learning Mathematics with Emerging Methodologies—The Escape Room as a Case Study

“…In addition, the interactive process that occurs between the agents involved in the educational process [26] and the collaboration between these same agents [27] are benefited. It also increases factors that are influential in the maturational development of the student, such as motivation [28], a positive attitude towards learning [29], interest in knowing their own training [30], the autonomy of the student [31], commitment to the educational act [32], dedication to teaching by teachers and learning by students [33,34], as well as attraction, enjoyment, absence of negative feelings and the satisfaction of facing the task [35,36].…”

Effects on Personal Factors Through Flipped Learning and Gamification as Combined Methodologies in Secondary Education

“…With gamification, students prepare their own knowledge structures supported by academic indicators benefited such as motivation (Pisabarro and Vivaracho, 2018;Groening and Binnewies, 2019), attitude (Lee et al, 2013;Pérez-Manzano and Almela-Baeza, 2018), interest, autonomy (Xi and Hamari, 2019), commitment (Chu and Hung, 2015), dedication (Simões et al, 2013;Wang, 2015), attraction (Area and González, 2015), collaboration (Perrotta et al, 2013), interactions between agents (teacher-students and content) (Parra-González and Segura-Robles, 2019), and problem-solving capacity (Kapp, 2012) in activities to develop.…”