A novel instructional approach: the effect of computer-assisted simulation learning games (CASLGs) on social studies students' scholarly learning outcomes

A novel instructional approach: the effect of computer-assisted simulation learning games (CASLGs) on social studies students' scholarly learning outcomes

A novel instructional approach: the effect of computer-assisted simulation learning games (CASLGs) on social studies students' scholarly learning outcomes

By Sunday Obro

Abstract

“Purpose – The purpose of the article is (1) to find out whether students instructed with Computer-AssistedSimulation Learning Games (CASLGs) will improve in their scholarly learning outcomes and (2) to ascertain if the biological construct of sex will affect students scholarly learning outcomes. Design/methodology/approach – The study was experimental. The study sample comprised 120 students from four schools. The study instrument was the Scholarly Learning Outcomes Test (SLOT), drawn from the school syllabus. The study lasted six weeks. Before the experimentation, the students were pre-tested using the Scholarly Learning Outcomes Test (SLOT. After which, students were post-tested to ascertain students scholarly learning outcomes. The statistical mean was employed to analyse data generated from the pretest and posttest to provide answers for the research questions, while analysis of covariance (ANCOVA) statistics was utilised to test the hypotheses. Findings – The results show that CASLGs improved students’ scholarly learning outcomes more than the face-to-face instructional approach and the biological construct of sex is of no effect on students’ scholarly learning outcomes. Research limitations/implications – First, in performing the study, the regular instructors/teachers were utilized. The personalities of these instructors were not considered or scrutinized; this might have impacted the research outcomes. Implications for future studies: One advantage is that it is part of a bigger initiative in which there are extra sources of data to study. This information or data from this study would help to throw further light on the predictors of student scholarly learning outcomes in the near future. One implication of this study rests on the confirmation that activity-based strategies such as CASLGs enhance students’ scholarly learning outcomes. Originality/value – This study is a product of the author’s doctoral thesis. It is the outcome of the investigation carried out by the author for the award of PhD; therefore, it is original. The study’s results are of immense value because they contributed to knowledge in the area of computer-based learning games.”

Reference

Obro, S. (2022). A novel instructional approach: The effect of computer-assisted Simulation Learning Games (caslgs) on Social Studies Students' scholarly learning outcomes. Retrieved October 4, 2022, from https://www.emerald.com/insight/content/doi/10.1108/AGJSR-04-2022-0038/full/html

Keyword

Novel instructional approach, computer-assisted simulation learning games, simulation learninggames, research