Examining the Effectiveness of Non-Digital Game-Based Learning Among University Computer Science Students on the Topic of Improper Integrals

Bibliographic Data

ID22044245
AuthorsSzilvia Szilágyi (0000-0003-2979-955X, University of Miskolc), Enikő Palencsár (0009-0003-9580-9370, University of Miskolc), Attila Körei (0000-0003-3532-9052, University of Miskolc), Zsuzsanna Török (0000-0002-5108-0341, University of Miskolc, corresponding author)
Year2025
Volume15
Issue2
Pages132
Publication date2025-01-23
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15020132
OpenAlexW4406766385
LanguageEN
Citations received3
References cited61

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

Computer-Assisted Instruction · Educational technology · Electronic learning · Mathematics education · Multimedia · Computer Science · Educational Games and Gamification · Innovative Teaching and Learning Methods · Online Learning and Analytics · Psychology

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