Disciplinary integration of digital games for science learning | ||||
| البحوث التطبيقية في العلوم والانسانيات | ||||
| Volume 1, Issue 1, July 2024, Page 303-314 PDF (1020.37 K) | ||||
| Document Type: المقالة الأصلية | ||||
| DOI: 10.21608/aash.2024.368791 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Haidy A. Newer; Aliaa M. Shalaby; Farah A. Farouk; Fatma I. El-dawy; Mariam M. Sayed; Mareen M. Gergis; Sara A. Abdel Aziz | ||||
| Abstract | ||||
| A better way to help students acquire information and skills is through game-based learning, which involves creating learning environments with digital or nondigital games. This study looks into how science learning and self-efficacy are affected by game-based learning in primary school. To compare the effects of digital and non-digital game-based learning, we ran an experiment. Our results show that scholars with the game-based learning organization finished notably higher on content tests and stated better self-efficacy than the conventional lecture organization. When observing science learning performance, no significant differences were found between Students in the digital game group had considerably stronger self-efficacy than those in the non-digital game group. | ||||
| Keywords | ||||
| Digital game-based learning; Non-digital game-based learning; Self -efficacy; Egyptian primary school students; primary science learning | ||||
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