Escaping the Boredom Trap: Enhancing Usability With 3D Games in Monotonous Subjects

Abstract

Technology has become a dominant force in today’s 21st-century education landscape. One of the innovative new technologies in computer-supported collaborative learning that many educators have adopted is game-based learning. This approach optimizes student learning outcomes and ignites enthusiasm, especially in monotonous subjects. This paper investigates the perceived usability of traditional textbook learning and teaching with Game-based learning and teaching in Geosocial science education. We conducted a comprehensive investigation involving thirty seventh-grade junior high school students and ten expert teachers. Participants were assigned to teach and learn both with and without gamification. Data on perceived usability scales were collected through standardized assessments using a 5-point Likert scale. The analysis employed descriptive statistics, independent sample tests, and effect size analysis to evaluate the results. Research shows that game-based learning can significantly improve student and teacher satisfaction and overall learning efficiency. Students using the game-based approach demonstrated substantially higher engagement and learning outcomes than traditional approaches. Although the impact on teaching effectiveness was not significantly different, overall satisfaction and usability evaluations were markedly higher for game-based teaching methods. The findings suggest that the game-based learning and teaching approach greatly enhances learning outcomes and student satisfaction in educational settings for monotonous subjects.

Keywords

• Computer-supported collaborative learning
• game-based learning for monotonous subjects
• perceived usability
• interactive learning environments
• serious games