Collaborative Learning of Year 4 Science Subject Using Board Games

• Main Author: Kah Ching, Sim
• Format: Thesis
• Language: English; English; English
• Published: Journal of Cognitive Sciences and Human Development 2024
• Subjects: LB1501 Primary Education
• Online Access: http://ir.unimas.my/id/eprint/45382/5/DSVA_SIM%20KAH%20CHING.pdf; http://ir.unimas.my/id/eprint/45382/6/Thesis%20PhD_SIM%20KAH%20CHING%20-%2024%20pages.pdf; http://ir.unimas.my/id/eprint/45382/11/Thesis%20PhD_SIM%20KAH%20CHING.ftext.pdf; http://ir.unimas.my/id/eprint/45382/

In an educational landscape increasingly influenced by technology, this research investigates collaborative gaming using a digital and non-digital format to uncover their potential to elevate students' academic performance, learning motivation, and social interaction within the Science classroom. This research employs a pre-test-post-test between-groups design to investigate the gender differences and the effectiveness of Conventional Teaching (CT), Collaborative Learning (CL) strategies in the context of teaching the Year 4 Science curriculum through Paper-Based Board Games (PBBG) and Computerized Board Games (CBG). The study engages a diverse group of 10-year-old participants from National-Type Chinese Primary Schools to comprehensively analyze the gender differences by comparing the change scores and mean scores for CT with the PBBG and CBG. Through a combination of quantitative methods encompassing pre-tests, post-tests, and questionnaires, while qualitative approaches involve classroom observations and interviews, the distinction of CT, PBBG and CBG with CL is explained. The findings reveal that there are no gender differences between teaching methods. In contrast, a significant difference was detected between the academic performance, social interaction and learning motivation, facets of CT, PBBG, and CBG, specifically in science education. Notably, the PBBG group exhibits a higher mean score and lower standard deviation, implying a more robust perception of academic performance, social interaction and learning motivation. The implications of this research reverberate across the educational landscape, offering valuable insights to educators, curriculum designers, and educational technology developers in pursuing innovative Science education approaches. Recognising the inherent value of PBBG and CBG, with CL, educators are poised to harness their potential to create engaging and impactful learning experiences for 10-year-old participants within National-Type Chinese Primary Schools. This approach enhances their grasp of scientific concepts while nurturing essential collaborative skills.