Effect of Game-Based Learning on Reading Comprehension in Language among Preparatory Stage Learners

Int. Jr. of Contemp. Res. in Multi. Volume 3 Issue 5 [SepOct] Year 2024 233 © 2024 Dr. Navdeep Kaur, Mrs. Maninderpal Kaur. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND). https://creativecommons.org/licenses/by/4.0/ Research Article Effect of Game-Based Learning on Reading Comprehension in Language among Preparatory Stage Learners Dr. Navdeep Kaur1*, Mrs. Maninderpal Kaur2 1Assistant Professor, Department of Education, Guru Nanak Dev. University, Amritsar, Punjab, India 2SRF, Department of Education, Guru Nanak Dev. University, Amritsar, Punjab, India Corresponding Author: * Dr. Navdeep Kaur DOI: https://doi.org/10.5281/zenodo.17686961 Abstract Manuscript Information The current study investigates how game-based learning affects Preparatory Stage students' reading comprehension in language. The simple random sampling technique was used to select students at random. The Experimental research design comprised two groups: experimental and control. Ninety third-graders from two different CBSE schools in Gurdaspur make up the sample. The experimental group comprised 45 pupils, whereas the control group consisted of the remaining 45. A preand post-test methodology was used in this study to evaluate English reading comprehension. ANOVA, T-Test, Mean, and SD were used to statistically analyse the gathered data. The study's findings showed a favourable and significant difference between students who received instruction through game-based learning and those who received instruction through traditional methods, which greatly aids in the development of students' reading comprehension. ▪ ISSN No: 2583-7397 ▪ Received: 09-08-2024 ▪ Accepted: 22-09-2024 ▪ Published: 30-10-2024 ▪ IJCRM:3(5); 2024: 236-239 ▪ ©2024, All Rights Reserved ▪ Plagiarism Checked: Yes ▪ Peer Review Process: Yes How to Cite this Manuscript Kaur N, Kaur M, Effect of Game-Based Learning on Reading Comprehension in Language among Preparatory Stage Learners. International Journal of Contemporary Research in Multidisciplinary.2024; 3(5):236-239. KEYWORDS: Game-based learning, English Language, Reading Comprehension & Preparatory stage learners 1. INTRODUCTION The school is a unique social context in which children can get education, training, and personal development because they are the community's future. A healthy psychological environment, appropriate physical space, and a variety of educational techniques all support these kids' development. To improve their performance during the socialising process, students need a healthy environment and role models. One of the most crucial elements of education and learning is the architectural layout of schools since they are the first institutions to mould students' personalities. The United Nations Educational, Scientific, and Cultural Organisation [9] claims that educational systems in the modern world must continuously change to properly meet the quickly shifting needs of the societies they serve. Learning is an ongoing activity that is often associated with education. But it also comes from the interaction between individuals and their workplace. It is therefore a dynamic, ongoing process that takes place throughout life. The environment in which learning occurs is made up of the sociocultural contexts in which an individual lives, as well as the natural conditions, circumstances, and influences. The physical-sensory components that define the setting in which a student is expected to study, such as lighting, colour, music, space, furniture, and so forth, make up the learning environment. This environment should be created to Int. Jr. of Contemp. Res. in Multi. Volume 3 Issue 5 [SepOct] Year 2024 234 © 2024 Dr. Navdeep Kaur, Mrs. Maninderpal Kaur. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND). https://creativecommons.org/licenses/by/4.0/ facilitate learning with the least amount of stress and maximum efficiency. It should therefore promote both sensory comfort and great visual and auditory acuity. Its dimensions and physical layout should also facilitate scheduled activities, respect people's personal space, and promote constructive social interaction and communication styles. The learning environment must support human functioning as well as accommodate the tools, resources, and technology utilised in education [17]. The introduction of different media, such as a computer terminal, chalkboard, or video or film display, always alters the mood. When skilfully integrated into the educational setting, media can be used in ways that are harmonious with basic human sensory processes. However, the architecture of the learning environment is compromised, and those same processes are interfered with when media technology introduces glare, noise, or extreme heat. Therefore, the learning environment depends on both human functioning and physical amenities. The learning curve of the student is influenced by the elements of the learning environment. In addition to the physical environment and learning environment, these components include people, instructional materials, technical tools, learning resources, curriculum, training, and teaching. [20 & 22]. Learning Environment and Reading Skills Scholars in the field of English have talked a lot about the importance of the learning environment in helping students succeed. It is well established that a learner's learning environment has a big impact on their level of language proficiency. The interaction between students and teachers in a classroom, for example, is considered to be an essential component of the learning environment that promotes students' success. Building effective learning environments seems to have a great impact on students’ language development. Research showed that many aspects of the learning environment can affect motivation, involvement of students in the class, the development of basic life skills and literacy skills [2]. The ability to read, understand, interpret, and decode written language and texts is known as reading skills. Additionally, reading skills can include a number of essential components that promote the development of basic literacy abilities, including vocabulary, comprehension, fluency, and techniques that aid readers in understanding and analysing texts. Reading is the foundation for all facets of learning, not only a crucial educational tool. [20]. It is very hard to succeed academically without the ability to read. Thus, learning to read is a prerequisite for academic success. This illustrates the critical role that reading plays as a tool for kids to live successfully and function in today's complex environment, as well as the significant association between reading competency and academic performance. Taking into account the objectives and significance of reading, beginning to read Instruction is a critical step in the teaching and reading process. The content of a beginning reading program and the starting approach to teaching reading are both very important. The first time a kid engages in what the teacher calls "reading," it will set the tone for all subsequent reading-related activities. In order to accomplish this, educators need to be familiar with the fundamentals of beginning readers' reading as well as potential teaching methods for beginning reading (learn to read) and comprehension (reading to learn). Additionally, since the nature of what is taught typically influences instructional activities, teachers must comprehend the nature of the reading process. [25]. There are various components of Reading skills, which help in effective reading skills. The following areas are: ⮚ Oral Language Comprehension: Listening to 5 different texts (Comprising 1 sentence, 2 sentences and 3 sentences) and matching the content of each of the texts with the given pictures. ⮚ Phonological Awareness: The task is based on identifying the initial and final sounds in 12 grade-level words ⮚ Decoding Letters: Reading aloud 100 individual (but repeated) letters and syllables of a particular language presented in the form of a grid. ⮚ Decoding Words: Reading aloud 50 distinct grade-level words ⮚ Decoding Non-Words: Reading aloud 50 distinct gradelevel words ⮚ Picture Matching: Reading 5 different texts (Comprising 1 sentence, 2 sentences and 3 sentences) and matching the content of each of the texts with the given pictures. ⮚ Oral Reading Fluency (ORF) and Comprehension: Reading aloud two grade-appropriate short stories and answering questions related to retrieval and inferences. Game-Based Learning and Reading Comprehension "Game-based learning "refers to the process of acquiring new concepts and skills utilising both digital and non-digital games [8]. Using games in the classroom can greatly improve learning and educational outcomes. [1]. "A physical or mental competition conducted according to rules with the participants in direct opposition to each other" is how a game is defined [26]. Games are entertaining, captivating, and have an inherent quality that draws players in. Both boys and girls are playing video games more frequently; according to recent statistics, 94% of girls and 99% of males play interactive games. Because they have such a broad understanding of gaming, students can relate their gaming experiences to game-based learning activities in the classroom. A teaching strategy known as "game-based learning" blends gameplay with predetermined learning goals; it is "designed to balance subject matter with gameplay and the ability of the player to retain and apply said subject matter to the real world." It incorporates several learning approaches to efficiently learn, practice, and apply new information. It also promotes active learning, participation, and communication, as well as collaborative learning. One of the most noteworthy aspects of game-based learning environments is their tendency to offer efficient and captivating learning experiences [3]. It offers a setting where students are involved on an emotive, cognitive, behavioural, and social level [5]. One essential ability for learning a language is reading. One of the most important skills in today's culture is reading, and students in the foundational and preparatory stages are proficient readers. Int. Jr. of Contemp. Res. in Multi. Volume 3 Issue 5 [SepOct] Year 2024 235 © 2024 Dr. Navdeep Kaur, Mrs. Maninderpal Kaur. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND). https://creativecommons.org/licenses/by/4.0/ "Reading is the cornerstone of all educational systems," states [16]. Reading comprehension is regarded as a significant obstacle that students must overcome at the postsecondary level, despite its significance in educational environments. Regrettably, many educational settings still employ outdated techniques for teaching reading comprehension, such as memorising reading passages or translating literature into the students' native tongue. Higher-order skills like evaluating and synthesising reading passages, however, have not gotten adequate attention in educational settings [24]. Similarly, it [4] argues that high reading comprehension requires advanced cognitive skills and, as a result, the drive to understand the material. Furthermore, reading comprehension is one of the most difficult cognitive tasks that people can undertake, making it difficult to teach, evaluate, and research, according to Elleman and Oslund. [7]. Some academics have suggested using "games" as a successful experimental intervention to improve students' reading comprehension to address this issue. According to Kapp et al. [11], gamification1 of learning is an instructional strategy that uses video games in the classroom to boost students' interest in English. Peer pressure and affective factors often cause anxiety among language learners. Additionally, when students make mistakes, they worry a lot about receiving criticism and rebuke from their teachers. As a result, games help language learners by lowering stress, boosting emotions, and boosting confidence [15], [21]. Additionally, games help learners build the target language subconsciously. Similar to how they learn their first language, students learn the target language indirectly when teachers fully focus on a game as an instructional exercise. Because students actively learn and track their progress in interactive games, this is likely to occur. Games contribute uniquely by giving students a relevant context in which to apply what they have learnt. [15], [19]. So, games help the learners in reading skills activities like reading comprehension very effectively and precise manner. REVIEW OF LITERATURE This section reviews relevant literature, including studies on game-based learning and the study's factors. Reading comprehension and other reading skills have been discussed. First, pre-service teachers' opinions on the use of game-based learning in a primary reading and writing instruction course were examined in a study by Karadag [11]. Mixed-method research was used in the study. During the autumn semester of the 2013– 2014 academic year, 189 pre-service teachers enrolled in the Primary Reading and Writing Instruction course participated in the study. Preservice teachers' opinions were gathered using semi-structured interviews and a questionnaire after a 12-week training program. Pre-service teachers had favourable attitudes toward the use of game-based learning scenarios in Primary Reading and Writing Instruction courses, according to the results of both the qualitative and quantitative data. Then, another study by Ismaizam et al. [11] examined two aspects of the game-based learning approach: the disciplines and tools employed by 21 researchers. The results demonstrate that the majority of research has produced outstanding results in the development of the game-based learning approach. Generally speaking, game-based learning in the classroom achieves the ideal balance between the subject matter and gaming, as well as the students' ability to remember and apply the knowledge in real-world situations. According to Benoit [5], middle school in the US is very challenging for English language learners (ELLs). Many English language learners nevertheless struggle academically despite their quick social language growth and cultural assimilation. Lack of academic vocabulary is one of the reasons ELLs lag behind their counterparts who speak English as their first language. It is possible to acquire vocabulary explicitly through focused and direct instruction as well as implicitly through extensive reading. Effective explicit learning strategies are clearly crucial since research indicates that ELLs do not absorb implicit language as well. This study demonstrated that academic vocabulary outcomes were not significantly impacted by switching from standard workbook training to a game-based program. Teachers should consider incorporating this passion for gaming into the classroom to boost student learning and achievement, given how popular games are among young people in today's culture. Another significant study by Liao et al. [16] suggests that a game-based writing environment may improve students' performance, engagement, and enthusiasm for reading. An experiment was carried out in primary schools to compare the efficacy of language arts reading skills. The empirical results show that students' interest in reading, reading performance, and reading involvement, as well as their perceptions of the usage of educational self-management games, may all be effectively increased by the game-based reading environment. Chansanam et al. [7] conducted a study on ELA-TIGA, a game-based language learning web tool intended to help junior high school students with their English language self-learning. This online application was designed using a waterfall method, a database management system (DBMS), and the System Development Life Cycle (SDLC) on the Moodle platform. The Task-Input-GenreAssessment teaching technique for language learning was used to create the activities and content in the ELA-TIGA app. The results show that the application's user interface, game and interaction design, educational design, and content all received positive reviews from the teachers. Additionally, the instructors stated that a range of games is user-friendly and suitable for the English proficiency of their pupils. Another study by Sabbagh, Ghany, and Amany [25] examines how well gamification strategies improve the English language proficiency of first-year students at Umm Al Quwain University's College of Business Administration in the United Arab Emirates. In addition to a comprehensive assessment of language development that encompasses speaking, listening, reading, and writing skills, the study adopts a dual approach by considering comments from both teachers and students. The study's findings demonstrate that gamification greatly enhances English language learning. In a competitive gaming scenario, student motivation rose by 93% post-gamification. Speaking abilities increased by 100%, removing obstacles to public English speaking. The game's varied daily media boosted listening abilities by 86.7%, while Int. Jr. of Contemp. Res. in Multi. Volume 3 Issue 5 [SepOct] Year 2024 236 © 2024 Dr. Navdeep Kaur, Mrs. Maninderpal Kaur. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND). https://creativecommons.org/licenses/by/4.0/ daily writing assignments enhanced writing skills by 73.3%. Additionally, because the game included a variety of topics, reading skills improved by 80%. Additionally, the gamification strategy made it easier to absorb more vocabulary and material, demonstrating how well it works to create interesting and productive learning environments. The research suggests educating course creators on the advantages of gamification in the classroom through seminars and workshops. Namaghi, Moghaddam, and Elahe Rad [20] examine how interactive games enhance the reading comprehension abilities and attitudes of Iranian English as a foreign language learners. In this quantitative study, individuals in the control group received reading comprehension instruction using traditional reading teaching techniques, whereas those in the experimental group enhanced their reading abilities by engaging in interactive games. The post-test included a reading comprehension assessment. The results of the study show how interactive games can greatly improve learning outcomes, student motivation, and engagement. The study also provides some helpful suggestions for further investigation. After carefully examining the literature, the researcher found that very few studies on reading abilities connected to game-based learning had been carried out by Karadag (2015), Ismaizam (2016), Benoit (2017), Liao et al. (2018), Chansanam (2021), Sabbagh, Ghany & Amany (2023), and Namaghi, Moghaddam & Elahe Rad (2024) on reading skills related to game-based learning. Following all of this literature, we discovered research gaps based on the different investigations. First off, not much research has been done on how game-based learning might improve reading abilities from an Indian perspective. Most of the research was conducted from a foreign perspective employing digital game-based learning. Second, rather than at the foundational and preparatory stage, the majority of research was done at the secondary and university levels. The National Education Policy (2020) states that emphasising reading and writing abilities for children in the Foundational and Preparatory stages can assist in lowering student dropout rates. Statement of the Problem Effect Of Game-Based Learning on Reading Comprehension in Language Among Preparatory Stage Learners Delimitations of the Study 1. The study was delimited to the Gurdaspur city only. 2. The study was delimited to Urban and Rural (CBSE) schools of Gurdaspur city only. 3. The study was delimited to Preparatory Stage students of 3rd grade only. 4. This study was confined to Reading comprehension in the English language only. OBJECTIVES OF THE STUDY 1. To prepare the Game-Based Learning Lesson Plan for Reading Comprehension in the English Language. 2. To study the effect of game-based learning on the Reading Comprehension of 3rd-grade students. 3. To study the difference in Reading Comprehension among 3rd-grade students taught through game-based learning with respect to locale. 4. To study the interaction effect of treatment and locale on the gain scores of Reading Comprehension among 3rdgrade students. Hypotheses of the Study 1. There was no significant difference in the mean gain scores of Reading Comprehension among 3rd-grade students taught through game-based learning and Conventional learning method. 2. There was no significant difference in the mean gain scores of Reading Comprehension among 3rd-grade students taught through game-based learning with respect to locale. 3. There was no interaction effect of treatment and locale on the mean gain scores of Reading Comprehension among 3rd-grade students. Tools to be used in the Study ● The investigator developed a lesson plan for game-based learning. ● Reading Comprehension Test was prepared by the Investigator. Sample The study's sample size was roughly 90 third-graders from two CBSE schools in Gurdaspur City (45 from an urban school and 45 from a rural one). For this reason, the investigator chose a sample of pupils using the Random Sampling technique. Statistical Analysis The data was assessed using pertinent statistical methods, including ANOVA (Analysis of Variance), Mean, SD, and Ttest. FINDINGS & DISCUSSIONS HYPOTHESIS 1: There was no significant difference in the mean gain scores of Reading Comprehension among 3rd-grade students taught through game-based learning and Conventional learning methods. Table 1.1 Showing Mean Gain Score, SD, and t-Value of Experimental and Control Group with Respect to Reading Comprehension in the English Language Group/Method N Mean Gain Score S. D df tValue Remarks Experimental Group 45 8.11 2.33 88 4.66 Significant at 0.05 level Control Group 45 2.24 1.76 Significant at 0.05 level** Int. Jr. of Contemp. Res. in Multi. Volume 3 Issue 5 [SepOct] Year 2024 237 © 2024 Dr. Navdeep Kaur, Mrs. Maninderpal Kaur. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND). https://creativecommons.org/licenses/by/4.0/ Table 1.1 makes it clear that the experimental and control groups' mean gain scores in English language reading comprehension were 8.11 and 2.24, respectively, and their corresponding SD values were 2.33 and 1.76. Furthermore, at the 0.05 level of confidence, the t-value for the two groups was 4.66, higher than the table value (1.97). As a result, there were notable differences between the English language reading comprehension abilities of the Control Group, which received education using conventional techniques, and the Experimental Group, which received instruction through game-based learning. Thus, our Null Hypothesis: There was no significant difference in the mean gain scores of Reading Comprehension among 3rd-grade students taught through Game based learning and Conventional learning method was rejected. HYPOTHESIS 2: There was no significant difference in the mean gain scores of Reading Comprehension among 3rd-grade students taught through game-based learning with respect to locale. Table 1.2 Showing Mean Gain Score, SD, And T Value of Experimental and Control Group of Reading Comprehension with Respect to Locale Variable Gender N Mean Gain Score SD t-value Remarks Reading Comprehension Skill Urban 48 5.29 3.78 2.56 Significant at 0.05 level Rural 42 5.71 3.09 Significant at 0.05 level** The mean gain score for pupils attending urban schools was 5.29, while that of students attending rural schools was 5.71, according to Table 1.2. At the 0.05 level of confidence, the t-value was discovered to be 2.56, higher than the table value (1.97). Therefore, our Hypothesis, “There was no significant difference in the mean gain scores of Reading Comprehension among 3rd grade students taught through game-based learning with respect to locale”, was rejected.” As a result, there was a considerable variation in the Reading Comprehension skills of urban and rural school students. Because the mean gain scores of rural school students were higher than those of urban school students, which was taught through the Game based learning. It can be concluded that rural students performed better through game-based learning. According to Kumar & Kaur's (2015) study exposed that rural students learn better through innovative pedagogical methods than urban students. The main reason is that rural students are sharpminded and they enjoy everything, which helps them to learn easily through environmental and innovative pedagogical methods very effectively. HYPOTHESIS 3: There was no interaction effect of treatment and locale on the mean gain scores of Reading Comprehension among 3rd-grade students. Table 1.3: Showing Summary Table of Two-Way ANOVA of Treatment and Locale on Reading Comprehension in English Language Sources of Variance Sum of Squares df Mean Sun of Squares F Significance Locale (A) 405.28 1 202.28 3.87 .000 Treatment (B) 102.206 1 169.565 654.660 .000 Locale * Treatment (AxB) 15.12 1 43.111 4.280 .002 Error 1946.464 87 22.231 Total 2469.041 90 The f-value for the interaction impact of Locale and Treatment on students' reading comprehension skills was 002, which was significant at the 0.05 level of confidence, according to Table 1.3. The significant interaction effect indicates that students' reading comprehension skills are significantly impacted by both location and treatment (delivered through game-based learning). Thus, our Null Hypothesis, there was no interaction effect of treatment and locale on the mean gain scores of Reading Comprehension among 3rd-grade students, was rejected. DISCUSSION OF FINDINGS The study's findings demonstrate that pupils exposed to gamebased learning differed favourably and considerably from those exposed to conventional teaching techniques. Thus, children in the preparation stage benefit greatly from game-based learning in terms of their reading comprehension skills. According to the study's findings, pupils in rural schools who received instruction through game-based learning improved their reading comprehension skills more than those in urban schools. According to Kumar & Kaur's [15] study exposed that rural students learn better through innovative pedagogical methods than urban students. The main reason is that rural students have sharp-minded and they enjoy everything, which helps to learn easily through environmental and innovative pedagogical methods very effectively. Teachers and students can generate new ideas, improve social skills, think beyond what is taught in textbooks, and create the foundation for natural learning by playing games. They make it possible for students to become more involved. They assist in overcoming major flaws and difficulties with conventional teaching techniques. Educational Implications of the Study (1) One of the possible main causes is the carefully planned content of the gamified reading exercises, which are designed to improve students' reading comprehension performance. Each lesson's procedures and outcomes were driven by a specific stage in the core curriculum for both the instructor and the students. As Int. Jr. of Contemp. Res. in Multi. Volume 3 Issue 5 [SepOct] Year 2024 238 © 2024 Dr. Navdeep Kaur, Mrs. Maninderpal Kaur. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND). https://creativecommons.org/licenses/by/4.0/ a result, the carefully thought-out gamification exercises improved students' comprehension of what they read. (2) Additionally, by encouraging students to participate in class with a greater level of passion and desperation and to focus on educational tasks that were useful, gamification significantly contributed to the process of changing learners' behaviours. The benefits of gamification encouraged students to take control of their education, which led to improved performance and productivity. (3) Additionally, the pupils' reading comprehension levels significantly improved as a result of the teaching strategy. 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A mixed method study on improving reading speed and reading comprehension levels of gifted students. Int J Educ Lit Stud. 2022;10(1):147-155. Int. Jr. of Contemp. Res. in Multi. Volume 3 Issue 5 [SepOct] Year 2024 239 © 2024 Dr. Navdeep Kaur, Mrs. Maninderpal Kaur. This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY NC ND). https://creativecommons.org/licenses/by/4.0/ 27. Usman YD, Madudili CG. Evaluation of the effect of learning environment on students' academic performance in Nigeria. Online Submiss. 2019. 28. Webster M. Definitions. In: Data Protection in the Financial Services Industry. 2017. p. 17-30. Creative Commons (CC) License This article is an open-access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY 4.0) license. This license permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.