Effects of Game-Based Learning on Academic Performance and Student Interest
The goal of this paper is to study whether Game-Based Learning (GBL) can be used to improve academic performance and engagement. We present an experiment based on the design and deployment of a Monopoly-like board game, in the context of a primary school Geography curriculum, and look for improvements in students’ academic performance and will to learn, interest, and positive motivation. The paper examines if this game had a statistically significant influence on students’ performance, as well as how performance and interest are related and how performance differs between boys and girls. Results from the quantitative analysis of the data were positive to all the research queries: students’ performance improved substantially after the game, while, the strong correlation between the two variables that resulted made evident the relation between the students’ interest and performance.
KeywordsGame-based learning Geography Board games Monopoly Open data
This work has been funded by the iRead project (https://iread-project.eu/) which has received funding from the European Union’s Horizon 2020 Research and Innovation program under grant agreement No 731724.
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