Abstract
The paper aims to study the impact of utilizing the learner-centered framework on Game-Based Learning (GBL) on first-year university students. The objectives of the study are 1) Game-based learning can achieve knowledge for the learner. 2) Game-based learning can create student learning motivation. The game implemented in this study is called Beer Game, which is a web-based role-playing simulation of beer distribution in the supply chain. The sample was 42 students who studied the Introduction to Logistics and Supply Chain Management subject. To measure knowledge level, the samples got the tests before and after playing the game. (Pre-test and Post-test). To evaluate the learner motivation level, the study used satisfaction questionnaires. The result of the level of knowledge of samples showed that 95.12 percent of total sample students got a better score, on the Post-test than on the Pre-test. The learner motivation survey showed the average (x ̅) was 4.62/5.00 meaning it was very satisfied with game-based learning. In conclusion, Game-Based Learning (GBL) can create learning motivation and knowledge for first-year undergraduate students.
Author Information
Pornthip Ueathammataworn, Rajamangala University of Technology Isan, Thailand
Theppharat Ueathammatawon, Nakhonratchasima College, Thailand
Paper Information
Conference: ACE2023
Stream: Teaching Experiences
This paper is part of the ACE2023 Conference Proceedings (View)
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To cite this article:
Ueathammataworn P., & Ueathammatawon T. (2024) The Impact of Game-Based Learning on First-Year Undergraduate Students on Knowledge and Motivation: An Example From the Logistics Field ISSN: 2186-5892 The Asian Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2186-5892.2024.172
To link to this article: https://doi.org/10.22492/issn.2186-5892.2024.172
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