Abstract
As novice students start learning the concepts of computer science, they struggle to master the content immediately. Even when they have eventually gained some understanding of the subject matter, students tend to have low knowledge retention, especially as the classroom lessons progress to other chapters. This causes fragmented understanding and poor academic performance. Additionally, the lack of peer cohesion and collaborative engagement hinders the exchange of ideas and subsequently results in limited problem-solving strategies. The literature review strengthens the role of gamification in improving engagement and academic performances and that student engagement and interest are key factors in enhancing learning outcomes. Technology is highlighted as a valuable tool for creating authentic learning environments, diversifying learning experiences, and promoting active learning. This study aims to develop an interactive learning tool that integrates education with play, enhancing conceptual understanding and student engagement while encouraging peer collaboration and underpinning the constructivist framework. The game-based learning model deployed in this study is called ‘Tech Traverse’, modified from the Snake and Ladder game and the concept of scoresheet adapted from the chess game. A phenomenological qualitative study was conducted where participants answered open-ended questions anonymously via Google Forms. The qualitative data was then analysed thematically to identify common trends, insights, and areas for enhancement in the game design. Four major themes emerged from the data analysis: Learning Experiences, Engagement and Enjoyment, Game Structure and Mechanics, and Collaboration and Teamwork. Study findings state that Tech Traverse has improved information recalling and retention, teamwork, and engagement.
Author Information
Tevya Letchumanan, University Malaya, Malaysia
Paper Information
Conference: SEACE2025
Stream: Teaching Experiences
This paper is part of the SEACE2025 Conference Proceedings (View)
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To cite this article:
Letchumanan T. (2025) Leveraging Game-Based Learning for Enhanced Knowledge Retention and Collaborative Learning Among Novice Computer Science Students ISSN: 2435-5240 The Southeast Asian Conference on Education 2025: Official Conference Proceedings (pp. 397-407) https://doi.org/10.22492/issn.2435-5240.2025.34
To link to this article: https://doi.org/10.22492/issn.2435-5240.2025.34
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