Effects of Multi-Genre Digital Game-Based Instruction on Students’ Conceptual Understanding, Argumentation Skills, and Learning Experiences

Abstract

Studies have shown that although traditional instruction is effective in developing students’ conceptual understanding, it lacks in strengthening their thinking skills. To enhance traditional instruction and establish an approach using game-based instruction, this study developed Multi-genre digital Game-based Instruction (MGI), which integrates various game genres—situated and competitive—with traditional instruction. A total of 115 fourth-graders (9–10 years old) of 4 classes participated in the study, of which 2 classes made up the MGI (experimental) group and the other 2, the traditional instruction (control) group. Quantitative and qualitative data were collected to answer research questions by examining the comparative effectiveness of the two groups separately as well as the effectiveness by achievement level, and exploring students’ learning experiences. Findings showed that using MGI resulted in a significant improvement in conceptual understanding and argumentation skills compared to those who were taught only with traditional instruction. Furthermore, it showed that MGI was significantly more effective than traditional instruction in improving low-achieving students’ conceptual understanding, as well as improving argumentation skills for all achievement levels. Students’ learning experiences with MGI showed how the proposed instruction is superior compared to existing traditional instruction.

Keywords

• Achievement levels
• game-based learning
• instruction model
• learning effectiveness
• scientific argumentation