Manuscript received April 1, 2024; revised June 18, 2024; accepted July 18, 2024; published September 19, 2024
Abstract—Serious games and collaborative learning are becoming increasingly important intersections as educational technology advances. The combination of serious games and collaborative learning has been hypothesized to improve academic achievement and student engagement when used in conjunction with collaborative learning. However, most of the current research remains fragmented, not thoroughly addressing the synergy between these two methodologies. A serious game designed for collaborative learning, “Help! The Serious Game”, is introduced in this study, particularly designed for undergraduate students majoring in special education. The primary objective was to examine the potential for improving motivation and Achievement through the use of collaborative learning and serious games. The research utilized a one-group pre-posttest design in which 44 participants participated in sessions involving “Help! The Serious Game” followed by data collection on motivation and academic outcomes. As a result of the convergence of serious games and collaborative learning, student engagement is significantly enhanced, academic skill development is enhanced, and real-world knowledge is broadened. With its immersive design, “Help! The Serious Game” not only captures students’ attention, but also enriches the learning trajectory by emphasizing peer interaction and mutual reinforcement, as well as enriching the learning trajectory. A promising beacon for a comprehensive and enhanced educational experience emerges as education undergoes rapid metamorphosis, blending serious games with cooperative learning strategies.
Keywords—serious games, collaborative, motivation, achievement, special education
Cite: Anas Hanandeh, Samer Ayasrah, and Wafaa Al Eid, "Impact of ‘Help! Serious Game’ on Motivation and Achievement: A Study on Undergraduate Students Majoring in Special Education," International Journal of Information and Education Technology vol. 14, no. 9, pp. 1306-1316, 2024.