IJIET 2024 Vol.14(6): 865-875
doi: 10.18178/ijiet.2024.14.6.2112
doi: 10.18178/ijiet.2024.14.6.2112
Evaluating the Effectiveness of Gaming Practices in Enhancing Computer Science Terminology Learning among Primary School Students
Aigerim Alipova1,*, Alma Turganbayeva1, Laura Alimzhanova2, Viktoriya Savelyeva2,
and Rustem Malybayev3
1. Department of Computer Science, Al-Farabi Kazakh National University, Almaty, Kazakhstan
2. School of Engineering Information Technology, Eurasian Technological University, Almaty, Kazakhstan
3. Department of Information Systems, International Information Technology University, Almaty, Kazakhstan
Email: aigerimalipova007@gmail.com (A.A.); altur@gmail.com (A.T.); alimzhanovalm@gmail.com (L.A.); info@etu.edu.kz (V.S.); rustem009@gmail.com (R.M.)
*Corresponding author
2. School of Engineering Information Technology, Eurasian Technological University, Almaty, Kazakhstan
3. Department of Information Systems, International Information Technology University, Almaty, Kazakhstan
Email: aigerimalipova007@gmail.com (A.A.); altur@gmail.com (A.T.); alimzhanovalm@gmail.com (L.A.); info@etu.edu.kz (V.S.); rustem009@gmail.com (R.M.)
*Corresponding author
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
Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
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.
Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).