Browsing by Author "Kuismin, Tuulia"

Previous studies have shown that using serious games in the classroom setting have a positive impact on students' engagement and learning outcomes. The purpose of this study was to plan and conduct a gamified intervention in a middle school history class where the test group was taught using a serious game and the observation group was taught with traditional learning methods. The research questions guided by the study are: What kind of development can be found in students' school engagement and learning outcomes due to the implemented intervention? What kind of development did the teacher perceive in students' school engagement and learning outcomes due to the intervention? This study was carried out using a mixed methods approach. The focus group that took part in the gamified intervention consisted of two groups of students from parallel grades (N=36) and the history teacher teaching both classes. The quantitative data was collected using a Schoolwork Engagement (EDA) scale. The collected data was analyzed using paired samples t-tests, univariated analysis and comparisons of means and frequencies. The qualitative data of the study consisted of teacher interviews, fact knowledge scales for students and open response questions for the test group students. The acquired material was analyzed using content analysis and factual analysis. The results of the analyzed quantitative data showed no statistical improvements or declines in the focus group's school engagement or learning outcomes and the occurred alterations were entirely coincidental. However the paired samples t-tests showed a statistically significant decrease within one of the claims on the school engagement scale for the test group. These results can be explained by the size of the sample and with problems that arose from the serious game that was conducted. The qualitative data indicated that test group students evaluated their school engagement and learning outcomes in a more positive light than the qualitative data attested. The teacher perceived no developments in school engagement or learning outcomes between the test and observation group but she did notice a positive impact on certain individuals' school engagement within the test group. The open response questions of students' supported the teacher's perceptions. The results are found to have consistency with the findings of previous studies.