Enhancing Logic and Algorithm Learning Outcomes through Game-Based Learning with Scratch: A Quasi-Experimental Study
DOI:
https://doi.org/10.23917/ieltech.v1i1.16290Keywords:
Game-Based Learning (GBL), Scratch, Visual Programming, Logic and Algorithms, Quasi-experiment, UsabilityAbstract
Logic and Algorithm (L&A) serves as a fundamental subject for fostering computational thinking in middle schools. However, novice students often struggle with abstract programming concepts, a challenge frequently exacerbated by conventional Teacher-Centered Learning (TCL) approaches. This study investigates the effectiveness and usability of a Game-Based Learning (GBL) strategy assisted by Scratch visual programming to enhance students' L&A competency. Adopting a quasi-experimental design, this research involved 108 seventh-grade students divided equally into an experimental group (n=54), which utilized the GBL-Scratch strategy, and a control group (n=54), which employed the TCL method. Efficacy was measured using pre-test and post-test assessments, while usability was evaluated using a modified USE (Usefulness, Satisfaction, and Ease of use) questionnaire. The results demonstrated a significant improvement in the experimental group, with the average score increasing from 75.70 to 84.11, compared to the control group's lower progression from 59.26 to 65.74. An independent sample t-test confirmed the statistical significance of this difference (p < 0.05). Furthermore, usability analysis revealed high student acceptance, indicating that Usefulness, Ease of Use, and Ease of Learning significantly influenced overall Learning Satisfaction. These findings suggest that integrating Scratch-based GBL significantly outperforms traditional methods in facilitating logic and algorithm comprehension, offering a viable pedagogical alternative for introductory programming education.
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