Digital Game-Based Learning and its Impact on Junior Secondary School Students’ Motivation in Basic Science in Gombe State, Nigeria
DOI:
https://doi.org/10.58885/ijssh.v11i1.76.osa%20Keywords:
Digital game-based learning approach, Students’ motivation, Science concepts, Basic science, Junior Secondary SchoolAbstract
Digital technology has significantly broadened educational prospects in science, with gamification emerging as a vital instrument. However, its full potential in advancing science education remains predominantly unexamined. This study examines the influence of digital game-based learning on the motivation of junior secondary school students in fundamental science in Gombe State, Nigeria. The study utilises a quasi-experimental methodology including 140 people. The experimental group utilised a 3D instructional digital game through Cospaces Edu, specifically tailored for designated themes within the junior secondary II fundamental science curriculum. The control group engaged in a tabletop game encompassing identical principles. Participants were randomly allocated to the treatment and control groups. Eight fundamental science educators submitted comprehensive studies regarding their pupils' motivation to comprehend scientific concepts. The research employed the validated Basic Science Students’ Motivation Questionnaire (BSSMQ, r = 0.91), which was administered following a six-week intervention period. Data were examined using descriptive analysis for research questions and the Mann-Whitney statistical test for hypotheses at a significance level of 0.05. Data from in-depth interviews were manually transcribed, analysed, and coded to discern patterns. The results indicated the superiority of the CoSpaces Edu application compared to conventional in-person activities. The main result is that incorporating digital games into fundamental science classes markedly increases students' motivation to comprehend scientific concepts compared to conventional tabletop games. This study emphasises the importance of technological integration in science education and stresses the need for varied instructional approaches.
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