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Resea ch A icle
E ec o Game-Based Lea ning on Reading Comp ehension in
Language among P epa a o y S age Lea ne s
D . Na deep Kau 1*, M s. Maninde pal Kau 2
1Assis an P o esso , Depa men o Educa ion, Gu u Nanak De . Uni e si y, Am i sa , Punjab, India
2SRF, Depa men o Educa ion, Gu u Nanak De . Uni e si y, Am i sa , Punjab, India
Co esponding Au ho : * D . Na deep Kau DOI: h ps://doi.o g/10.5281/zenodo.17686961
Abs ac
Manusc ip In o ma ion
The cu en s udy in es iga es how game-based lea ning a ec s P epa a o y S age s uden s'
eading comp ehension in language. The simple andom sampling echnique was used o
selec s uden s a andom. The Expe imen al esea ch design comp ised wo g oups:
expe imen al and con ol. Nine y hi d-g ade s om wo di e en CBSE schools in
Gu daspu make up he sample. The expe imen al g oup comp ised 45 pupils, whe eas he
con ol g oup consis ed o he emaining 45. A p e- and pos - es me hodology was used in
his s udy o e alua e English eading comp ehension. ANOVA, T-Tes , Mean, and SD
we e used o s a is ically analyse he ga he ed da a. The s udy's indings showed a
a ou able and signi ican di e ence be ween s uden s who ecei ed ins uc ion h ough
game-based lea ning and hose who ecei ed ins uc ion h ough adi ional me hods,
which g ea ly aids in he de elopmen o s uden s' eading comp ehension.
▪ ISSN No: 2583-7397
▪ Recei ed: 09-08-2024
▪ Accep ed: 22-09-2024
▪ Published: 30-10-2024
▪ IJCRM:3(5); 2024: 236-239
▪ ©2024, All Righ s Rese ed
▪ Plagia ism Checked: Yes
▪ Pee Re iew P ocess: Yes
How o Ci e his Manusc ip
Kau N, Kau M, E ec o Game-Based
Lea ning on Reading Comp ehension
in Language among P epa a o y S age
Lea ne s. In e na ional Jou nal o
Con empo a y Resea ch in
Mul idisciplina y.2024; 3(5):236-239.
KEYWORDS: Game-based lea ning, English Language, Reading Comp ehension & P epa a o y s age lea ne s
1. INTRODUCTION
The school is a unique social con ex in which child en can ge
educa ion, aining, and pe sonal de elopmen because hey a e
he communi y's u u e. A heal hy psychological en i onmen ,
app op ia e physical space, and a a ie y o educa ional
echniques all suppo hese kids' de elopmen . To imp o e hei
pe o mance du ing he socialising p ocess, s uden s need a
heal hy en i onmen and ole models. One o he mos c ucial
elemen s o educa ion and lea ning is he a chi ec u al layou o
schools since hey a e he i s ins i u ions o mould s uden s'
pe sonali ies. The Uni ed Na ions Educa ional, Scien i ic, and
Cul u al O ganisa ion [9] claims ha educa ional sys ems in he
mode n wo ld mus con inuously change o p ope ly mee he
quickly shi ing needs o he socie ies hey se e. Lea ning is an
ongoing ac i i y ha is o en associa ed wi h educa ion. Bu i
also comes om he in e ac ion be ween indi iduals and hei
wo kplace. I is he e o e a dynamic, ongoing p ocess ha akes
place h oughou li e. The en i onmen in which lea ning occu s
is made up o he sociocul u al con ex s in which an indi idual
li es, as well as he na u al condi ions, ci cums ances, and
in luences. The physical-senso y componen s ha de ine he
se ing in which a s uden is expec ed o s udy, such as ligh ing,
colou , music, space, u ni u e, and so o h, make up he
lea ning en i onmen . This en i onmen should be c ea ed o
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acili a e lea ning wi h he leas amoun o s ess and maximum
e iciency. I should he e o e p omo e bo h senso y com o and
g ea isual and audi o y acui y. I s dimensions and physical
layou should also acili a e scheduled ac i i ies, espec people's
pe sonal space, and p omo e cons uc i e social in e ac ion and
communica ion s yles. The lea ning en i onmen mus suppo
human unc ioning as well as accommoda e he ools, esou ces,
and echnology u ilised in educa ion [17]. The in oduc ion o
di e en media, such as a compu e e minal, chalkboa d, o
ideo o ilm display, always al e s he mood. When skil ully
in eg a ed in o he educa ional se ing, media can be used in ways
ha a e ha monious wi h basic human senso y p ocesses.
Howe e , he a chi ec u e o he lea ning en i onmen is
comp omised, and hose same p ocesses a e in e e ed wi h when
media echnology in oduces gla e, noise, o ex eme hea .
The e o e, he lea ning en i onmen depends on bo h human
unc ioning and physical ameni ies. The lea ning cu e o he
s uden is in luenced by he elemen s o he lea ning
en i onmen . In addi ion o he physical en i onmen and
lea ning en i onmen , hese componen s include people,
ins uc ional ma e ials, echnical ools, lea ning esou ces,
cu iculum, aining, and eaching. [20 & 22].
Lea ning En i onmen and Reading Skills
Schola s in he ield o English ha e alked a lo abou he
impo ance o he lea ning en i onmen in helping s uden s
succeed. I is well es ablished ha a lea ne 's lea ning
en i onmen has a big impac on hei le el o language
p o iciency. The in e ac ion be ween s uden s and eache s in a
class oom, o example, is conside ed o be an essen ial
componen o he lea ning en i onmen ha p omo es s uden s'
success. Building e ec i e lea ning en i onmen s seems o ha e
a g ea impac on s uden s’ language de elopmen . Resea ch
showed ha many aspec s o he lea ning en i onmen can a ec
mo i a ion, in ol emen o s uden s in he class, he
de elopmen o basic li e skills and li e acy skills [2]. The abili y
o ead, unde s and, in e p e , and decode w i en language and
ex s is known as eading skills. Addi ionally, eading skills can
include a numbe o essen ial componen s ha p omo e he
de elopmen o basic li e acy abili ies, including ocabula y,
comp ehension, luency, and echniques ha aid eade s in
unde s anding and analysing ex s. Reading is he ounda ion o
all ace s o lea ning, no only a c ucial educa ional ool. [20]. I
is e y ha d o succeed academically wi hou he abili y o ead.
Thus, lea ning o ead is a p e equisi e o academic success. This
illus a es he c i ical ole ha eading plays as a ool o kids o
li e success ully and unc ion in oday's complex en i onmen ,
as well as he signi ican associa ion be ween eading
compe ency and academic pe o mance. Taking in o accoun he
objec i es and signi icance o eading, beginning o ead
Ins uc ion is a c i ical s ep in he eaching and eading p ocess.
The con en o a beginning eading p og am and he s a ing
app oach o eaching eading a e bo h e y impo an . The i s
ime a kid engages in wha he eache calls " eading," i will se
he one o all subsequen eading- ela ed ac i i ies. In o de o
accomplish his, educa o s need o be amilia wi h he
undamen als o beginning eade s' eading as well as po en ial
eaching me hods o beginning eading (lea n o ead) and
comp ehension ( eading o lea n). Addi ionally, since he na u e
o wha is augh ypically in luences ins uc ional ac i i ies,
eache s mus comp ehend he na u e o he eading p ocess.
[25]. The e a e a ious componen s o Reading skills, which help
in e ec i e eading skills. The ollowing a eas a e:
⮚ O al Language Comp ehension: Lis ening o 5 di e en
ex s (Comp ising 1 sen ence, 2 sen ences and 3 sen ences)
and ma ching he con en o each o he ex s wi h he gi en
pic u es.
⮚ Phonological Awa eness: The ask is based on iden i ying
he ini ial and inal sounds in 12 g ade-le el wo ds
⮚ Decoding Le e s: Reading aloud 100 indi idual (bu
epea ed) le e s and syllables o a pa icula language
p esen ed in he o m o a g id.
⮚ Decoding Wo ds: Reading aloud 50 dis inc g ade-le el
wo ds
⮚ Decoding Non-Wo ds: Reading aloud 50 dis inc g ade-
le el wo ds
⮚ Pic u e Ma ching: Reading 5 di e en ex s (Comp ising 1
sen ence, 2 sen ences and 3 sen ences) and ma ching he
con en o each o he ex s wi h he gi en pic u es.
⮚ O al Reading Fluency (ORF) and Comp ehension:
Reading aloud wo g ade-app op ia e sho s o ies and
answe ing ques ions ela ed o e ie al and in e ences.
Game-Based Lea ning and Reading Comp ehension
"Game-based lea ning " e e s o he p ocess o acqui ing new
concep s and skills u ilising bo h digi al and non-digi al games
[8]. Using games in he class oom can g ea ly imp o e lea ning
and educa ional ou comes. [1]. "A physical o men al
compe i ion conduc ed acco ding o ules wi h he pa icipan s in
di ec opposi ion o each o he " is how a game is de ined [26].
Games a e en e aining, cap i a ing, and ha e an inhe en quali y
ha d aws playe s in. Bo h boys and gi ls a e playing ideo
games mo e equen ly; acco ding o ecen s a is ics, 94% o
gi ls and 99% o males play in e ac i e games. Because hey
ha e such a b oad unde s anding o gaming, s uden s can ela e
hei gaming expe iences o game-based lea ning ac i i ies in he
class oom. A eaching s a egy known as "game-based lea ning"
blends gameplay wi h p ede e mined lea ning goals; i is
"designed o balance subjec ma e wi h gameplay and he
abili y o he playe o e ain and apply said subjec ma e o he
eal wo ld." I inco po a es se e al lea ning app oaches o
e icien ly lea n, p ac ice, and apply new in o ma ion. I also
p omo es ac i e lea ning, pa icipa ion, and communica ion, as
well as collabo a i e lea ning. One o he mos no ewo hy
aspec s o game-based lea ning en i onmen s is hei endency
o o e e icien and cap i a ing lea ning expe iences [3]. I
o e s a se ing whe e s uden s a e in ol ed on an emo i e,
cogni i e, beha iou al, and social le el [5]. One essen ial abili y
o lea ning a language is eading. One o he mos impo an
skills in oday's cul u e is eading, and s uden s in he
ounda ional and p epa a o y s ages a e p o icien eade s.
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"Reading is he co ne s one o all educa ional sys ems," s a es
[16]. Reading comp ehension is ega ded as a signi ican
obs acle ha s uden s mus o e come a he pos seconda y le el,
despi e i s signi icance in educa ional en i onmen s.
Reg e ably, many educa ional se ings s ill employ ou da ed
echniques o eaching eading comp ehension, such as
memo ising eading passages o ansla ing li e a u e in o he
s uden s' na i e ongue.
Highe -o de skills like e alua ing and syn hesising eading
passages, howe e , ha e no go en adequa e a en ion in
educa ional se ings [24]. Simila ly, i [4] a gues ha high
eading comp ehension equi es ad anced cogni i e skills and,
as a esul , he d i e o unde s and he ma e ial. Fu he mo e,
eading comp ehension is one o he mos di icul cogni i e
asks ha people can unde ake, making i di icul o each,
e alua e, and esea ch, acco ding o Elleman and Oslund. [7].
Some academics ha e sugges ed using "games" as a success ul
expe imen al in e en ion o imp o e s uden s' eading
comp ehension o add ess his issue. Acco ding o Kapp e al.
[11], gami ica ion1 o lea ning is an ins uc ional s a egy ha
uses ideo games in he class oom o boos s uden s' in e es in
English. Pee p essu e and a ec i e ac o s o en cause anxie y
among language lea ne s. Addi ionally, when s uden s make
mis akes, hey wo y a lo abou ecei ing c i icism and ebuke
om hei eache s. As a esul , games help language lea ne s by
lowe ing s ess, boos ing emo ions, and boos ing con idence
[15], [21]. Addi ionally, games help lea ne s build he a ge
language subconsciously. Simila o how hey lea n hei i s
language, s uden s lea n he a ge language indi ec ly when
eache s ully ocus on a game as an ins uc ional exe cise.
Because s uden s ac i ely lea n and ack hei p og ess in
in e ac i e games, his is likely o occu . Games con ibu e
uniquely by gi ing s uden s a ele an con ex in which o apply
wha hey ha e lea n . [15], [19]. So, games help he lea ne s in
eading skills ac i i ies like eading comp ehension e y
e ec i ely and p ecise manne .
REVIEW OF LITERATURE
This sec ion e iews ele an li e a u e, including s udies on
game-based lea ning and he s udy's ac o s. Reading
comp ehension and o he eading skills ha e been discussed.
Fi s , p e-se ice eache s' opinions on he use o game-based
lea ning in a p ima y eading and w i ing ins uc ion cou se we e
examined in a s udy by Ka adag [11]. Mixed-me hod esea ch
was used in he s udy. Du ing he au umn semes e o he 2013–
2014 academic yea , 189 p e-se ice eache s en olled in he
P ima y Reading and W i ing Ins uc ion cou se pa icipa ed in
he s udy. P ese ice eache s' opinions we e ga he ed using
semi-s uc u ed in e iews and a ques ionnai e a e a 12-week
aining p og am. P e-se ice eache s had a ou able a i udes
owa d he use o game-based lea ning scena ios in P ima y
Reading and W i ing Ins uc ion cou ses, acco ding o he esul s
o bo h he quali a i e and quan i a i e da a. Then, ano he s udy
by Ismaizam e al. [11] examined wo aspec s o he game-based
lea ning app oach: he disciplines and ools employed by 21
esea che s. The esul s demons a e ha he majo i y o esea ch
has p oduced ou s anding esul s in he de elopmen o he
game-based lea ning app oach. Gene ally speaking, game-based
lea ning in he class oom achie es he ideal balance be ween he
subjec ma e and gaming, as well as he s uden s' abili y o
emembe and apply he knowledge in eal-wo ld si ua ions.
Acco ding o Benoi [5], middle school in he US is e y
challenging o English language lea ne s (ELLs). Many English
language lea ne s ne e heless s uggle academically despi e
hei quick social language g ow h and cul u al assimila ion.
Lack o academic ocabula y is one o he easons ELLs lag
behind hei coun e pa s who speak English as hei i s
language. I is possible o acqui e ocabula y explici ly h ough
ocused and di ec ins uc ion as well as implici ly h ough
ex ensi e eading. E ec i e explici lea ning s a egies a e
clea ly c ucial since esea ch indica es ha ELLs do no abso b
implici language as well. This s udy demons a ed ha academic
ocabula y ou comes we e no signi ican ly impac ed by
swi ching om s anda d wo kbook aining o a game-based
p og am. Teache s should conside inco po a ing his passion o
gaming in o he class oom o boos s uden lea ning and
achie emen , gi en how popula games a e among young people
in oday's cul u e. Ano he signi ican s udy by Liao e al. [16]
sugges s ha a game-based w i ing en i onmen may imp o e
s uden s' pe o mance, engagemen , and en husiasm o eading.
An expe imen was ca ied ou in p ima y schools o compa e he
e icacy o language a s eading skills. The empi ical esul s
show ha s uden s' in e es in eading, eading pe o mance, and
eading in ol emen , as well as hei pe cep ions o he usage o
educa ional sel -managemen games, may all be e ec i ely
inc eased by he game-based eading en i onmen . Chansanam
e al. [7] conduc ed a s udy on ELA-TIGA, a game-based
language lea ning web ool in ended o help junio high school
s uden s wi h hei English language sel -lea ning. This online
applica ion was designed using a wa e all me hod, a da abase
managemen sys em (DBMS), and he Sys em De elopmen Li e
Cycle (SDLC) on he Moodle pla o m. The Task-Inpu -Gen e-
Assessmen eaching echnique o language lea ning was used
o c ea e he ac i i ies and con en in he ELA-TIGA app. The
esul s show ha he applica ion's use in e ace, game and
in e ac ion design, educa ional design, and con en all ecei ed
posi i e e iews om he eache s. Addi ionally, he ins uc o s
s a ed ha a ange o games is use - iendly and sui able o he
English p o iciency o hei pupils. Ano he s udy by Sabbagh,
Ghany, and Amany [25] examines how well gami ica ion
s a egies imp o e he English language p o iciency o i s -yea
s uden s a Umm Al Quwain Uni e si y's College o Business
Adminis a ion in he Uni ed A ab Emi a es. In addi ion o a
comp ehensi e assessmen o language de elopmen ha
encompasses speaking, lis ening, eading, and w i ing skills, he
s udy adop s a dual app oach by conside ing commen s om
bo h eache s and s uden s. The s udy's indings demons a e ha
gami ica ion g ea ly enhances English language lea ning. In a
compe i i e gaming scena io, s uden mo i a ion ose by 93%
pos -gami ica ion. Speaking abili ies inc eased by 100%,
emo ing obs acles o public English speaking. The game's
a ied daily media boos ed lis ening abili ies by 86.7%, while
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daily w i ing assignmen s enhanced w i ing skills by 73.3%.
Addi ionally, because he game included a a ie y o opics,
eading skills imp o ed by 80%. Addi ionally, he gami ica ion
s a egy made i easie o abso b mo e ocabula y and ma e ial,
demons a ing how well i wo ks o c ea e in e es ing and
p oduc i e lea ning en i onmen s. The esea ch sugges s
educa ing cou se c ea o s on he ad an ages o gami ica ion in
he class oom h ough semina s and wo kshops. Namaghi,
Moghaddam, and Elahe Rad [20] examine how in e ac i e games
enhance he eading comp ehension abili ies and a i udes o
I anian English as a o eign language lea ne s. In his
quan i a i e s udy, indi iduals in he con ol g oup ecei ed
eading comp ehension ins uc ion using adi ional eading
eaching echniques, whe eas hose in he expe imen al g oup
enhanced hei eading abili ies by engaging in in e ac i e
games. The pos - es included a eading comp ehension
assessmen . The esul s o he s udy show how in e ac i e games
can g ea ly imp o e lea ning ou comes, s uden mo i a ion, and
engagemen . The s udy also p o ides some help ul sugges ions
o u he in es iga ion.
A e ca e ully examining he li e a u e, he esea che ound ha
e y ew s udies on eading abili ies connec ed o game-based
lea ning had been ca ied ou by Ka adag (2015), Ismaizam
(2016), Benoi (2017), Liao e al. (2018), Chansanam (2021),
Sabbagh, Ghany & Amany (2023), and Namaghi, Moghaddam
& Elahe Rad (2024) on eading skills ela ed o game-based
lea ning. Following all o his li e a u e, we disco e ed esea ch
gaps based on he di e en in es iga ions. Fi s o , no much
esea ch has been done on how game-based lea ning migh
imp o e eading abili ies om an Indian pe spec i e. Mos o he
esea ch was conduc ed om a o eign pe spec i e employing
digi al game-based lea ning. Second, a he han a he
ounda ional and p epa a o y s age, he majo i y o esea ch was
done a he seconda y and uni e si y le els. The Na ional
Educa ion Policy (2020) s a es ha emphasising eading and
w i ing abili ies o child en in he Founda ional and P epa a o y
s ages can assis in lowe ing s uden d opou a es.
S a emen o he P oblem
E ec O Game-Based Lea ning on Reading Comp ehension
in Language Among P epa a o y S age Lea ne s
Delimi a ions o he S udy
1. The s udy was delimi ed o he Gu daspu ci y only.
2. The s udy was delimi ed o U ban and Ru al (CBSE)
schools o Gu daspu ci y only.
3. The s udy was delimi ed o P epa a o y S age s uden s o 3 d
g ade only.
4. This s udy was con ined o Reading comp ehension in he
English language only.
OBJECTIVES OF THE STUDY
1. To p epa e he Game-Based Lea ning Lesson Plan o
Reading Comp ehension in he English Language.
2. To s udy he e ec o game-based lea ning on he Reading
Comp ehension o 3 d-g ade s uden s.
3. To s udy he di e ence in Reading Comp ehension among
3 d-g ade s uden s augh h ough game-based lea ning
wi h espec o locale.
4. To s udy he in e ac ion e ec o ea men and locale on
he gain sco es o Reading Comp ehension among 3 d-
g ade s uden s.
Hypo heses o he S udy
1. The e was no signi ican di e ence in he mean gain sco es
o Reading Comp ehension among 3 d-g ade s uden s
augh h ough game-based lea ning and Con en ional
lea ning me hod.
2. The e was no signi ican di e ence in he mean gain sco es
o Reading Comp ehension among 3 d-g ade s uden s
augh h ough game-based lea ning wi h espec o locale.
3. The e was no in e ac ion e ec o ea men and locale on
he mean gain sco es o Reading Comp ehension among
3 d-g ade s uden s.
Tools o be used in he S udy
● The in es iga o de eloped a lesson plan o game-based
lea ning.
● Reading Comp ehension Tes was p epa ed by he
In es iga o .
Sample
The s udy's sample size was oughly 90 hi d-g ade s om wo
CBSE schools in Gu daspu Ci y (45 om an u ban school and
45 om a u al one). Fo his eason, he in es iga o chose a
sample o pupils using he Random Sampling echnique.
S a is ical Analysis
The da a was assessed using pe inen s a is ical me hods,
including ANOVA (Analysis o Va iance), Mean, SD, and T-
es .
FINDINGS & DISCUSSIONS
HYPOTHESIS 1: The e was no signi ican di e ence in he
mean gain sco es o Reading Comp ehension among 3 d-g ade
s uden s augh h ough game-based lea ning and Con en ional
lea ning me hods.
Table 1.1 Showing Mean Gain Sco e, SD, and -Value o Expe imen al and Con ol
G oup wi h Respec o Reading Comp ehension in he English Language
G oup/Me hod
N
Mean Gain Sco e
S. D
d
- Value
Rema ks
Expe imen al G oup
45
8.11
2.33
88
4.66
Signi ican a 0.05 le el
Con ol G oup
45
2.24
1.76
Signi ican a 0.05 le el**
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Table 1.1 makes i clea ha he expe imen al and con ol g oups'
mean gain sco es in English language eading comp ehension
we e 8.11 and 2.24, espec i ely, and hei co esponding SD
alues we e 2.33 and 1.76. Fu he mo e, a he 0.05 le el o
con idence, he - alue o he wo g oups was 4.66, highe han
he able alue (1.97). As a esul , he e we e no able di e ences
be ween he English language eading comp ehension abili ies o
he Con ol G oup, which ecei ed educa ion using con en ional
echniques, and he Expe imen al G oup, which ecei ed
ins uc ion h ough game-based lea ning. Thus, ou Null
Hypo hesis: The e was no signi ican di e ence in he mean gain
sco es o Reading Comp ehension among 3 d-g ade s uden s
augh h ough Game based lea ning and Con en ional lea ning
me hod was ejec ed.
HYPOTHESIS 2: The e was no signi ican di e ence in he
mean gain sco es o Reading Comp ehension among 3 d-g ade
s uden s augh h ough game-based lea ning wi h espec o
locale.
Table 1.2 Showing Mean Gain Sco e, SD, And T Value o Expe imen al and Con ol
G oup o Reading Comp ehension wi h Respec o Locale
Va iable
Gende
N
Mean Gain Sco e
SD
- alue
Rema ks
Reading
Comp ehension Skill
U ban
48
5.29
3.78
2.56
Signi ican a 0.05 le el
Ru al
42
5.71
3.09
Signi ican a 0.05 le el**
The mean gain sco e o pupils a ending u ban schools was 5.29,
while ha o s uden s a ending u al schools was 5.71, acco ding
o Table 1.2. A he 0.05 le el o con idence, he - alue was
disco e ed o be 2.56, highe han he able alue (1.97).
The e o e, ou Hypo hesis, “The e was no signi ican di e ence
in he mean gain sco es o Reading Comp ehension among 3 d
g ade s uden s augh h ough game-based lea ning wi h espec o
locale”, was ejec ed.” As a esul , he e was a conside able
a ia ion in he Reading Comp ehension skills o u ban and u al
school s uden s. Because he mean gain sco es o u al school
s uden s we e highe han hose o u ban school s uden s, which
was augh h ough he Game based lea ning. I can be concluded
ha u al s uden s pe o med be e h ough game-based lea ning.
Acco ding o Kuma & Kau 's (2015) s udy exposed ha u al
s uden s lea n be e h ough inno a i e pedagogical me hods han
u ban s uden s. The main eason is ha u al s uden s a e sha p-
minded and hey enjoy e e y hing, which helps hem o lea n
easily h ough en i onmen al and inno a i e pedagogical
me hods e y e ec i ely.
HYPOTHESIS 3: The e was no in e ac ion e ec o ea men
and locale on he mean gain sco es o Reading Comp ehension
among 3 d-g ade s uden s.
Table 1.3: Showing Summa y Table o Two-Way ANOVA o T ea men and Locale on Reading Comp ehension in English Language
Sou ces o Va iance
Sum o Squa es
d
Mean Sun o Squa es
F
Signi icance
Locale (A)
405.28
1
202.28
3.87
.000
T ea men (B)
102.206
1
169.565
654.660
.000
Locale * T ea men (AxB)
15.12
1
43.111
4.280
.002
E o
1946.464
87
22.231
To al
2469.041
90
The - alue o he in e ac ion impac o Locale and T ea men
on s uden s' eading comp ehension skills was 002, which was
signi ican a he 0.05 le el o con idence, acco ding o Table 1.3.
The signi ican in e ac ion e ec indica es ha s uden s' eading
comp ehension skills a e signi ican ly impac ed by bo h loca ion
and ea men (deli e ed h ough game-based lea ning). Thus,
ou Null Hypo hesis, he e was no in e ac ion e ec o ea men
and locale on he mean gain sco es o Reading Comp ehension
among 3 d-g ade s uden s, was ejec ed.
DISCUSSION OF FINDINGS
The s udy's indings demons a e ha pupils exposed o game-
based lea ning di e ed a ou ably and conside ably om hose
exposed o con en ional eaching echniques. Thus, child en in
he p epa a ion s age bene i g ea ly om game-based lea ning in
e ms o hei eading comp ehension skills. Acco ding o he
s udy's indings, pupils in u al schools who ecei ed ins uc ion
h ough game-based lea ning imp o ed hei eading
comp ehension skills mo e han hose in u ban schools.
Acco ding o Kuma & Kau 's [15] s udy exposed ha u al
s uden s lea n be e h ough inno a i e pedagogical me hods
han u ban s uden s. The main eason is ha u al s uden s ha e
sha p-minded and hey enjoy e e y hing, which helps o lea n
easily h ough en i onmen al and inno a i e pedagogical
me hods e y e ec i ely. Teache s and s uden s can gene a e
new ideas, imp o e social skills, hink beyond wha is augh in
ex books, and c ea e he ounda ion o na u al lea ning by
playing games. They make i possible o s uden s o become
mo e in ol ed. They assis in o e coming majo laws and
di icul ies wi h con en ional eaching echniques.
Educa ional Implica ions o he S udy
(1) One o he possible main causes is he ca e ully planned
con en o he gami ied eading exe cises, which a e designed o
imp o e s uden s' eading comp ehension pe o mance. Each
lesson's p ocedu es and ou comes we e d i en by a speci ic s age
in he co e cu iculum o bo h he ins uc o and he s uden s. As
In . J . o Con emp. Res. in Mul i. Volume 3 Issue 5 [Sep- Oc ] Yea 2024
238
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a esul , he ca e ully hough -ou gami ica ion exe cises
imp o ed s uden s' comp ehension o wha hey ead.
(2) Addi ionally, by encou aging s uden s o pa icipa e in class
wi h a g ea e le el o passion and despe a ion and o ocus on
educa ional asks ha we e use ul, gami ica ion signi ican ly
con ibu ed o he p ocess o changing lea ne s' beha iou s. The
bene i s o gami ica ion encou aged s uden s o ake con ol o
hei educa ion, which led o imp o ed pe o mance and
p oduc i i y.
(3) Addi ionally, he pupils' eading comp ehension le els
signi ican ly imp o ed as a esul o he eaching s a egy. In
o de o encou age pa icipan s o pa icipa e in hese gami ied
assignmen s, i was designed o conside bo h he lea ne s' abili y
le el and he amoun o di icul y gi en by he ac i i ies
hemsel es. To be clea , he ins uc ional p og am included a
ange o di e en objec i es and exe cises. These asks anged in
di icul y om simple (li e al le el) o mode a e (in e en ial
le el) o ough (c i ical le el), s a ing wi h he simples (li e al
le el) and p og essing o he mos challenging (c i ical le el). The
a ia ions in eading comp ehension le els o di icul y p omp ed
he use o a a ie y o ques ions in eading comp ehension
sessions. Child en om a ious g ade le els we e able o ac i ely
engage in he gami ied ac i i ies because o his ea u e.
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