The Effectiveness of Using Digital Game towards Students’ Academic Achievement in Small and Large Classes: A Comparative Research

Abstract

The reduced engagement of students in large classes is one concern that may have an impact on the low level of students' academic achievement. The use of a digital game is one proven teaching media that increase students' engagement in learning. This research seeks to compare the effectiveness of using digital games towards students' academic achievement in small and large classes. This quasiexperimental research uses a pretest-posttest nonequivalent multiple group design involving 58 pre-service physics teachers in two classes, namely small class and large class. Both classes use the same digital game application to study the nature of light. Data were collected through a paper and pencil test consisting of multiple-choice questions. The result showed that the use of a digital game could increase students' academic achievement. The students' game score achievement and the increase in academic achievement were positively correlated. The use of a digital game in large classes can significantly increase students' academic achievement compared to small classes.

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“…The improvement in the posttest scores of the respondents could also suggest that the use of the game in teaching articles not only helps learners to remember article rules and usage but also reduces grammatical mistakes. The finding concurs with a previous study by (Saprudin et al, 2019) that finds positive benefits of using games via MALL in teaching. The positive findings could initially allow us to deduce that the more learners are exposed to an intriguing learning activity, the more positive emotions will be developed to remove their fear of grammar.…”

“…Game-based language is an effective method of language acquisition because it boosts motivation and involvement (Nadia and Mar, 2020). Gamification can be a solution to the problem of low student involvement in the learning process (Saprudin et al, 2019). Thus, by having digital games language learners may voluntarily engage in English language activities rather than being forced to do so, which has shown a positive effect in studies of grammar acquisition (Muñoz et al, 2021).…”

Computerized Visual Perception Games and its Effects on Learning Letters and Numbers among Jordanian Kindergarten Children

“…The effect was nearly identical to the result in question 2, with (40%) of the variance between students attributable to the impact of the computer games. This may be related to what Alghazo et al (2010), AlNatour and Hijazi (2018), and Saprudin, Liliasari, Setiawan, and Prihatmanto (2019 indicated about the many advantages of using computer-based activities such as audio and graphics, which made students interested, motivated, enjoyed, relaxed and engaged in the learning.…”

Role-Playing Game as Learning Media To Support Online Learning

“…In the designed game, there is a side quest that can be completed while following the flow of the main mission, therefore side missions do not interfere player concentration (Emerson et al, 2020;Yeh et al, 2017). Concentration and Challenge aspect can be improved further by designing missions that are appealing to the player but still don't overwhelm the player according to the difficulty curve where flow of the game remain between difficult and easy (Herdiansyah et al, 2019;Saprudin et al, 2019). In goal clarity, the goal of the game is clear, namely to get out of the dungeon that has been created, besides that, along with the Feedback aspect, a mission notification will appear to clarify the purpose of the game.…”