Effect of Digital Game-Based Learning on Student Engagement and Motivation

Abstract

Currently, academia is grappling with a significant problem—a lack of engagement. Humankind has gone too far into exploring entertainment options, while the education system has not really kept up. Millennials love playing games, and this addiction can be used to engage and motivate them in the learning process. This study examines the effect of digital game-based learning on student engagement and motivation levels and the gender differences in online learning settings. This study was conducted in two distinct phases. A game-based and traditional online quizzing tools were used to compare levels of engagement and motivation, as well as to assess the additional parameter of gender difference. During the first phase of the study, 276 male and female undergraduate students were recruited from Sophomore Seminar classes, and 101 participated in the survey, of which 83 were male and 18 were female. In the second phase, 126 participants were recruited, of which 107 (63 females and 44 males) participated in the anonymous feedback surveys. The results revealed that digital game-based learning has a more positive impact on student engagement and motivation compared to traditional online activities. The incorporation of a leaderboard as a gaming element in the study was found to positively impact the academic performance of certain students, but it could also demotivate some students. Furthermore, female students generally showed a slightly higher level of enjoyment toward the games compared to male students, but they did not prefer a comparison with other students as much as male students did. The favorable response from students toward digital game-based activities indicates that enhancing instruction with such activities will not only make learning an enjoyable experience for learners but also enhance their engagement.

Keywords

• gamification
• digital game-based learning
• engagement
• pedagogy design
• motivation
• leaderboard