The Impact of Game Based Learning using Tablets on Primary School Student’s Engagement, Motivation and Achievement in Learning Mathematics

Abstract

Numerous possibilities are arising with the advancements in mobile-based technology today. The advantages are being spanned to education and training, with the combination of digital tools and classroom instruction. A distinctive feature of this technology and education blend that seems to offer great worth is digital game based learning using hand held tablets. The purpose of this study was to develop a game based application on a topic of Primary School Mathematics and evaluate its effectiveness when compared with traditional classroom instruction. The study utilized a quasi-experimental approach, where a treatment and control group comprised of Kindergarten Math students was studied to determine differences in their engagement and motivation levels, as well as their test scores. An interactive tablet based game was developed on the topic of ‘Measurements’ using the constructivist learning theory and deployed in a private school in Islamabad. The developed game was used for collecting relevant data for identifying the effects of game based learning. Before commencing the formal study, a pilot study was conducted for establishing usability in relation to the application’s user interface as well as evaluation of the data collection instruments. The study examined the academic engagement levels of the students via recordings of their behavioral observations according to their time on task and off-task, using the BOSS application from Pearson. Second, the motivation levels of students were evaluated according to four subscales of Attention, Relevance, Confidence and Satisfaction by administering a motivation survey through interviews adapted from Keller (1987). Third, the knowledge improvement levels of students were identified by conducting pre and post achievement tests. Finally, students’ views and feedback on the game based application they had used were elicited through focus group discussions. Data collected was coded into SPSS software and statistical analysis was performed, with a significance value of 0.5. As a result of Mann Whitney and T Tests, significant differences were found in the Total Engaged Times, Total Motivation Scores and the Post-Test Scores between the control and experimental groups. Page 14 The findings showed that both classroom instruction and game based instruction helped children for gaining a better understanding about the underlying concepts of the topic of Measurements, that could be seen from the improvements in the Post-Test Scores compared to the Pre-test Scores. However, the game based treatment group was more effective in promotion of the student’s knowledge of Measurement concepts. In addition to this, the game based environment helped in providing a better motivating and engaging environment, further indicated by student responses through interviews. The study has demonstrated that digital game based learning using tablets can be an effective, age-appropriate instruction method for mathematics content for Kindergarten students as the results of the research have indicated that students from the experimental group were seen to be more engaged and motivated, resulting in an increase in their performance.