Exploring the Effects of Card Game-Based Gamification Instructional Activity on Learners’ Flow Experience, Learning Anxiety, and Performance– A Preliminary Study

Abstract

Game-based learning (GBL) and gamification for learning are trends in education nowadays. While most previous studies focused on the benefits of digital educational games, unplugged games, e.g. board games, have received relatively little attention. In contrast to computer games, unplugged games are more easily in the classroom as they generally cost less and rarely depend on technology. To explore the educational benefits in math of unplugged games, this study designed a card game-based gamification instructional activity to help students review and practice linear equation concepts. 143 seventh grade students from a junior high school in northern Taiwan participated this study. Students were randomly assigned to experimental group (n = 73) and control group (n = 70). This study compared students’ learning performance and level of math anxiety in both groups. In addition, students’ perceptions toward the game as well as their experience with the game were also collected. The results indicated that students in the gamification instructional activity showed better learning performance. Meanwhile, students’ math anxiety level was reduced after the gamification activity. Moreover, students generally reported positive experience with the game, which could be an indicator of students’ engagement. Implications of the results and future research are discussed.