Manuscript received January 3, 2024; revised February 7, 2024; accepted February 21, 2024; published June 19, 2024
Abstract—This research paper investigates the effectiveness
of Game-Based Learning (GBL) in enhancing the memorization
of computer science terminology and motivation among
primary school students. Conducted with a sample of 80
students divided into an Experimental Group (EG) and a
Control Group (CG), the study employed a quantitative
methodology, including tests, questionnaires, and statistical
analyses to evaluate the impact of a custom-developed game,
“Rusty Rusty,” on learning outcomes. The findings revealed
that students in the EG, who learned through GBL,
demonstrated significantly higher memorization skills and
motivation levels compared to their CG counterparts, who were
taught using traditional methods. The study also explored the
theoretical underpinnings of GBL, its practical implications for
educators, and acknowledged the limitations of its research
approach. With a significant difference in final exam scores and
motivation rates, the results affirm the potential of GBL as a
more engaging and effective alternative to conventional
teaching in primary education. This study delves into the
integration of gaming practices as a pivotal educational
technology approach, specifically aimed at enhancing computer
science terminology learning among primary school students. It
underscores the potential of interactive and engaging methods
to enhance learning experiences and outcomes, demonstrating
how these approaches can make challenging subjects, such as
computer science, accessible and appealing to young learners in
the digital age.
Keywords—game based learning, interactive learning,
computer science education, terminology learning, education
technology
Cite: Aigerim Alipova, Alma Turganbayeva, Laura Alimzhanova, Viktoriya Savelyeva, and Rustem Malybayev, "Evaluating the Effectiveness of Gaming Practices in Enhancing Computer Science Terminology Learning among Primary School Students," International Journal of Information and Education Technology vol. 14, no. 6, pp. 865-875, 2024.