Assessing the Effectiveness of Board Game-based Learning for Enhancing Problem-Solving Competency of Lower Secondary Students

Abstract

The use of game-based learning in education is prevalent. However, the effectiveness of it as a tool for promoting real world problem-solving competency in STEM education is yet unclear. The main research question was how well the board game-based learning improves students’ problem-solving competency in lower secondary schools. Mixed-method research was used with embedded design comprising of one group pretest-posttest quasi-experiment, and case study. The research developed a GBL model based on three specifically designed board games and experimented with three classes of 30 students each by two participating teachers in two schools using one of the games for one lesson. Students’ problem-solving competency was assessed quantitatively before and after each class and analyzed by descriptive statistics. Qualitative data were collected through observation, focus group discussions, and in-depth interviews and analyzed by content analysis. The results found that GBL model consists of problem-solving concept. learning process, learning content, and game mechanics. Teachers used the model following learning process for different learning objectives. Students’ problem-solving behavior and skill scores increased after participating GBL, while changes in self-efficacy were mixed. Students’ learning experiences were positive with high engagement. This study shows how GBL can be practically used with various serious games and applied in different classes, and it suggests teachers to apply this model to promote student problem-solving proficiency.