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Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students

Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students

Sumarie Roodt, Yusuf Ryklief
Copyright: © 2019 |Volume: 9 |Issue: 4 |Pages: 25
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781522567332|DOI: 10.4018/IJGBL.2019100104
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MLA

Roodt, Sumarie, and Yusuf Ryklief. "Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students." IJGBL vol.9, no.4 2019: pp.45-69. http://doi.org/10.4018/IJGBL.2019100104

APA

Roodt, S. & Ryklief, Y. (2019). Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students. International Journal of Game-Based Learning (IJGBL), 9(4), 45-69. http://doi.org/10.4018/IJGBL.2019100104

Chicago

Roodt, Sumarie, and Yusuf Ryklief. "Using Digital Game-Based Learning to Improve the Academic Efficiency of Vocational Education students," International Journal of Game-Based Learning (IJGBL) 9, no.4: 45-69. http://doi.org/10.4018/IJGBL.2019100104

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Abstract

Educators have started exploring the potential of digital game-based learning (DGBL) to enhance the learning experience of students. The objective of this experimental research was to explore the potential of DGBL to improve the academic efficiency among vocational education students in South Africa. Students were separated into two groups, an experimental group and control group. Each group received course instruction in the subject of computer programming but using differing instructional strategies. Subsequent to the planned intervention, the academic achievements of both groups were measured through the contrasting results received for pre- and post-intervention tests. The learner-motivation was measured through feedback elicited via a post-intervention questionnaire. Results of the study revealed that the learning motivation of students had a significant impact on their academic achievement, and the academic achievement of students using DGBL as an instructional strategy were better than those learning through the traditional approach.

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