GAME-BASED LEARNING: LEVERAGING DIGITAL TECHNOLOGY SIMULATIONS FOR EDUCATIONAL IMPACT
This research documents the impact of implementing Game-Based Learning (GBL) through quasi-experimental methods on 40 fifth-grade students in primary school. With the aim of understanding the influence of GBL on engagement and learning outcomes, we randomly divided students into two groups: a control group without GBL implementation and an experimental group with GBL implementation. The research instruments included pre-tests, the implementation of GBL through educational games, and post-tests. The collected data were analyzed using descriptive and inferential statistical techniques. The results of the study indicate that the experimental group participating in GBL showed a significant increase in engagement compared to the control group. The simulations within the games not only enhanced the understanding of concepts but also fostered problem-solving skills and the practical application of knowledge. Data analysis, employing an independent t-test, confirmed the statistical significance of these differences. The implementation of GBL through quasi-experimental methods at the elementary school level provides empirical evidence that the use of simulations in games has a positive impact on learning outcomes. The implication is the necessity of considering GBL integration into the curriculum to enhance the quality of education. The research supports the idea that GBL not only improves engagement but also serves as an effective tool for developing critical skills and creativity in students. Suggestions for further research include exploring variations in GBL implementation methods, increasing sample sizes, and considering additional factors in data analysis. Involving teachers in the planning and implementation process can strengthen the positive impact of GBL in the context of elementary education. The study demonstrates that GBL not only creates enjoyable learning experiences but also makes a tangible contribution to students' progress in terms of knowledge and skills.
Game-Based Learning; Quasi-Experimental Research; Elementary Education.