Impact of Game-Based Learning on Student’s Engagement and Inclusiveness in Undergraduates Physics Classroom, in Abeokuta, Ogun State

Abstract

Incorporating Game-Based Learning (GBL) into Physics education can revolutionize teachinglearning
processes by providing interactive and participatory learning environments through
the motivational spirit of gaming activity. This study examines the effect of GBL on students’
inclusiveness and engagement in undergraduate Physics, based on Self-Determination Theory.
A quasi-experimental design with a sample of 150 students divided into experimental (GBL
Instruction) and control (Traditional Lecture, TL Instruction) groups was adopted. Data were
collected using Student Engagement Scale (reliability coefficient 0.82) and Inclusiveness
Perception Inventory (reliability coefficient 0.85); and analyzed using descriptive and Analysis
of Covariace statistics at 0.05 significance level. Findings showed that students exposed to
GBL recorded significantly higher mean scores in both engagement (M = 67.80, SD = 6.11)
and inclusiveness (M = 74.50, SD = 5.69) compared to the TL group (Engagement: M = 58.30,
SD = 7.42; Inclusiveness: M = 61.70, SD = 8.06). ANCOVA analysis indicated a significant
main effect of teaching method on posttest engagement {F(1, 147) = 47.44, p < 0.001, partial
η² = 0.24} and inclusiveness {F(1, 147) = 79.26, p < 0.001, partial η² = 0.35} scores between
the experimental and control groups. The effect size of GBL on students’ engagement (Cohen’s
d = 1.40) and inclusiveness (Cohen’s d = 1.83) was observed to be very large. These findings
indicated that GBL instruction had a substantial impact on students’ engagement and
inclusiveness compared to TL instruction. It is recommended that school authorities should
organize training workshops for science teachers on GBL usage.