Integration of Game-Based Learning Approach as an Innovative Teaching Tool in Improving Students’ Academic Performance in English

Abstract

The primary aim of this study was to determine the effects of the integration of game-based learning on students’ academic performance in English. The respondents to the study were university students in Okinawa Prefecture, Japan. To assess the integration of game-based learning approach, the researcher used the game-based learning (GBL) approach questionnaire by Pires et al (2015) while a documentary analysis was conducted to gather data on students’ academic performance in English. Data were processed using mean procedures and multiple correlation and regression analysis. The regression analysis results revealed that the three (3) variables of integration of the game-based learning approach affect students' academic performance in English to varying degrees, as evidenced by B coefficients of 0.561 (ludic characteristics), 1.198 (training learning component), and 0.629 (player profile). This suggests that for every unit improvement in the integration of the game-based learning strategy indicated, students' academic performance in English might improve by 0.561, 1.198, or 0.629. A closer examination of the acquired beta coefficients revealed that, of the three (3) variables of the game-based learning approach integration, the 'training learning component' had the highest influence (beta = 1.198) on the students' academic performance in English.