“Unlocking Potential: How Low-Tech Serious Games in Higher Education Bridge the Digital Divide and Boost Student Performance” – Humanities and Social Sciences Communications

Research Hypothesis and Subject

This study has two main goals: to create engaging serious games that are low-tech and affordable, and to see if these games can help students learn better than traditional lectures. The key idea is that students learn best when they actively think critically about new concepts. In traditional classrooms, students often just listen passively, which can make it hard for them to remember and understand what they learn. By using inquiry-based learning in serious games, we hope to spark deeper thinking and boost student performance.

The main hypothesis of this study is:

“Before introducing new concepts, teachers should encourage students to approach problems with their unique perspectives or experiences. The inquiry-based, trial-and-error process can stimulate students’ thinking, enhance their understanding of new knowledge, and improve learning outcomes.”

To test this idea, we created two types of games: Quiz Games and Match Games. These games are designed to promote critical thinking by allowing students to explore and experiment before learning new material. We used them in the Introduction to Design Principles course for first-year students, chosen for a few important reasons:

1. Theory-heavy content: This course is mainly theoretical and can be less engaging than hands-on experiences, making it a good fit for serious games.

2. Wide range of topics: The course covers design history, aesthetics, technology, and human factors, making our findings widely applicable across different fields.

3. Class division: The course was divided into two groups due to a large number of students, allowing us to compare the results of those who played the games with those who received traditional instruction.

Our goal is to determine whether these serious games can enhance student engagement and learning outcomes.

Experimental Procedure and Participants

The experiment had three main steps: using serious games and lectures, comparing student scores, and conducting a survey. Here’s how it worked:

1. Implementation: The course was split into four units. For the first two units, Quiz Games were used with the experimental group while the control group attended traditional lectures. The Match Games were implemented in the last two units with the same structure. Throughout each unit, we observed student engagement to see how they reacted to the learning activities.

2. Performance comparison: We assessed student performance through unannounced tests two weeks after each unit. We compared results between different groups and within the same groups to see if there were significant differences in performance.

3. Questionnaire: After all the units and exams, we surveyed students about whether the games had increased their critical thinking and motivation. We analyzed their responses to understand their experiences better.

We had 72 students in Class A and 77 in Class B, all studying information communication. The class consisted mainly of 19-20-year-olds, with a balanced gender mix across both groups. Both classes had similar academic backgrounds, which is crucial for reliable comparisons.

Design of Two Serious Games

The Quiz Game and Match Game were designed to encourage students to think critically and explore concepts before formal instruction.

• Quiz Game: This game is simple to operate. Key concepts from lecture slides are presented with related questions. Students answer before seeing the slides, which helps them engage more actively. Forms for this game can easily be created with just a computer and projector, or even printed for low-tech settings.

• Match Game: In this game, teams match pieces of information together, promoting hands-on learning. For example, in architecture, students matched images of buildings with relevant details. This type of game encourages teamwork and deeper engagement with the content.

Both games aim to enhance students’ critical thinking by allowing them to explore before they learn formally.

Student Performance

The results showed significant improvements in student performance with serious games compared to traditional lectures. In our analysis, many comparisons indicated that both types of games benefitted students, especially the Match Game, which seemed to have a notable impact on their scores.

In summary, the data indicated that the serious games not only helped students retain information better but also led to fewer unanswered questions on tests. Students from gamified classes consistently outperformed their peers in lecture-based classes.

Questionnaire Survey

In our survey with 81 participants, most students agreed that the games helped stimulate their thinking and increased their motivation to learn. A significant number preferred serious games over traditional lectures. However, some students reported confusion during the games, indicating that while they enjoyed them, the format could sometimes cause misunderstandings.

Explanations and Implications

Observations showed that traditional lectures often led to disengagement, with many students distracted or asleep. In contrast, the games fostered active participation and kept students focused throughout the learning activities. Despite this, there were instances where students using the Quiz Game still struggled with engagement.

In conclusion, our findings suggest that the serious games effectively improved student performance and engagement. While most students appreciated the interactive approach, there is a need to address confusion that may arise during these learning experiences. Overall, the games proved to be a valuable low-tech option for enhancing educational outcomes without requiring significant resources.