Examining the Effectiveness of Non-Digital Game-Based Learning Among University Computer Science Students on the Topic of Improper Integrals
-д хадгалсан:
| -д хэвлэсэн: | Education Sciences vol. 15, no. 2 (2025), p. 132 |
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| Үндсэн зохиолч: | |
| Бусад зохиолчид: | , , |
| Хэвлэсэн: |
MDPI AG
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| Нөхцлүүд: | |
| Онлайн хандалт: | Citation/Abstract Full Text + Graphics Full Text - PDF |
| Шошгууд: |
Шошго байхгүй, Энэхүү баримтыг шошголох эхний хүн болох!
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MARC
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| 022 | |a 2227-7102 | ||
| 022 | |a 2076-3344 | ||
| 024 | 7 | |a 10.3390/educsci15020132 |2 doi | |
| 035 | |a 3170872174 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 231457 |2 nlm | ||
| 100 | 1 | |a Szilágyi, Szilvia |u Department of Analysis, Institute of Mathematics, University of Miskolc, 3515 Miskolc-Egyetemváros, Hungary; <email>szilvia.szilagyi@uni-miskolc.hu</email> | |
| 245 | 1 | |a Examining the Effectiveness of Non-Digital Game-Based Learning Among University Computer Science Students on the Topic of Improper Integrals | |
| 260 | |b MDPI AG |c 2025 | ||
| 513 | |a Journal Article | ||
| 520 | 3 | |a Using digital and non-digital card games to teach mathematics is a well-established didactic technique widely applied at different levels of education. Game-based learning strategies are also gaining ground in higher education, but the use of maths card games in university settings remains limited. Generation Z students are true digital natives, members of a hyper-cognitive generation with a learning profile different from any previous generation. In this paper, an original non-digital card game, Blue Yeti, is presented that supports determining the convergence property of improper integrals using the comparison theorems and the Cauchy–Maclaurin test, providing a motivational and effective way of acquiring knowledge for Gen Z students. This paper provides a comprehensive overview of the development process, rules, and gameplay mechanics of Blue Yeti, which was created as a key component of a multifunctional didactic framework. In addition, it presents findings from a two-year research study conducted among first-year bachelor’s students in computer science on the benefits of playing Blue Yeti. Quantitative studies were carried out with 63 first-year IT students using a quasi-experimental research design to measure the effectiveness of the game. A pre- and post-test design was used with the experimental group of 31 participants to evaluate the short-term effects of card game-based learning. A t-test for paired samples was used for hypothesis testing. To assess the medium-term impact, the results from the related midterm exam problems were statistically analysed, comparing the outcomes of the experimental group with those of the control group using the Mann–Whitney U-test. The results indicated that the experimental group outperformed the control group, achieving a mean score of 3.03 out of 6 on the designated midterm exam problems, compared to the control group’s mean score of 1.78. Additionally, student attitudes towards the game were measured using a mixed-method approach, which provided not only quantitative data but also qualitative information on student attitudes towards Blue Yeti, complementing the statistics on learning outcomes. The results of the study clearly support the effectiveness of the card game. | |
| 653 | |a Teaching methods | ||
| 653 | |a Cognitive style | ||
| 653 | |a Learning | ||
| 653 | |a Computer science | ||
| 653 | |a Mathematics education | ||
| 653 | |a University students | ||
| 653 | |a Card games | ||
| 653 | |a Computer Games | ||
| 653 | |a Dropout Rate | ||
| 653 | |a Experiential Learning | ||
| 653 | |a Influence of Technology | ||
| 653 | |a Creative Thinking | ||
| 653 | |a Addition | ||
| 653 | |a Attention Span | ||
| 653 | |a Educational Technology | ||
| 653 | |a Dropout Research | ||
| 653 | |a Instructional Materials | ||
| 653 | |a Computer Oriented Programs | ||
| 653 | |a College Freshmen | ||
| 653 | |a Data Analysis | ||
| 653 | |a Engineering Education | ||
| 653 | |a School Holding Power | ||
| 653 | |a Achievement Gains | ||
| 653 | |a College Science | ||
| 653 | |a Game Based Learning | ||
| 653 | |a Higher Education | ||
| 653 | |a Classroom Environment | ||
| 653 | |a Educational Games | ||
| 653 | |a Educational Strategies | ||
| 653 | |a Calculus | ||
| 700 | 1 | |a Palencsár, Enikő |u Faculty of Mechanical Engineering and Informatics, University of Miskolc, 3515 Miskolc-Egyetemváros, Hungary | |
| 700 | 1 | |a Körei, Attila |u Department of Applied Mathematics, Institute of Mathematics, University of Miskolc, 3515 Miskolc-Egyetemváros, Hungary; <email>attila.korei@uni-miskolc.hu</email> | |
| 700 | 1 | |a Török, Zsuzsanna |u Institute of Anthropological and Philosophical Studies, University of Miskolc, 3515 Miskolc-Egyetemváros, Hungary | |
| 773 | 0 | |t Education Sciences |g vol. 15, no. 2 (2025), p. 132 | |
| 786 | 0 | |d ProQuest |t Education Database | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3170872174/abstract/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text + Graphics |u https://www.proquest.com/docview/3170872174/fulltextwithgraphics/embedded/6A8EOT78XXH2IG52?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3170872174/fulltextPDF/embedded/6A8EOT78XXH2IG52?source=fedsrch |