The Effect of Game-Based Learning on Science 10 Test Scores


Game-based learning (GBL) is one of many methods that enhance the classroom learning environment by increasing student motivation and engagement. In recent years, the availability of game resources on the internet and the ubiquity of mobile devices have generated more interest in game-based learning. There are few researches, however, on whether it improves retention or not. The purpose of this study is to explore the effect of game-based learning (GBL) on test scores (quick checks, quizzes, and forms) of Grade 10 students in Science class. The study used a two group post-test only design for a four-week learning activity. The participants included 204 Grade 10 students in six classes of Miriam College High School. Three classes were exposed to GBL (experimental group) and the other three classes learned with traditional teaching approach (control group). The Mann-Whitney test for independent samples revealed that quick check scores of students in the experimental group were significantly higher than that of the students in the control group. However, no significant difference was found between form and quiz test scores of the two groups. This suggests that game-based learning may be effective in improving short-term retention, leading to higher scores in post-tests administered shortly after the game. However, there is insufficient evidence to determine whether or not game-based learning is effective in improving long-term retention or scores in long-term post-tests.

Author Information
Ma. Ana Marianne Delfin, Miriam College High School, The Philippines
Anne Theresa Gaba, Miriam College High School, The Philippines

Paper Information
Conference: ACE2017
Stream: Design, Implementation & Assessment of Innovative Technologies in Education

This paper is part of the ACE2017 Conference Proceedings (View)
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Posted by James Alexander Gordon