Analysis of effects of educational games on academic achievement of

primary school students in Hafizabad city

By
Rubab Saher
M.Phil Education
2019-ag-1287
Thesis submitted in partial fulfillment of the requirement for the

degree of

Master of Philosophy

in

Education

Institute of Agricultural Extension and Rural Development

Faculty of Social Sciences
University of Agriculture,
1
 Faisalabad
DECLARATION

I hereby declare that contents of the thesis, “ Analysis of effects of educational games on

academic achievement of primary school students in Hafizabad city” are product of my own

research and no part has been copied from any published source (except references, standard

mathematical or genetic models/equations/formulate/protocols etc.). I further declare that this

work has not been submitted for award of any diploma/degree the university may take an

action if the information provided is found inaccurate at any stage. (In case of any default,

the scholar will be proceeded against as per HEC plagiarism policy).

Rubab Saher

2019-ag-1287

2
To,

The Controller of Examinations,

University of Agriculture,

Faisalabad.

We, the supervisory committee, certify that the contents and form of this thesis submitted by
Rubab Saher Regd. No. 2019-ag-1287 have been found satisfactory, and recommend that it
be processed for evaluation by the external examiner(s) for award of the degree.

SUPERVISORY COMMITTEE

1) Supervisor (Dr. Aqeela Saghir)

2) Member (Dr. Shokat )

3) Member (Dr. Farkhanda Anjum )

3
 DEDICATED
TO
AlMIGHTY ALLAH
HE gave me strength and capability to do work

HOLY POPHET MUHAMMAD (PEACE BE UPON HIM)

He gave the message of ALLAH to mankind so that mankind
may follow the right path

Dr. Aqeela Saghir

My Respected Supervisor

My loving parents Brothers

They supported me with affectionate and prayers
Especially my Husband and loving Daughter and Son
(May ALLAH give you long, happy and healthy life
(Ameen))

4
 AKNOWLEDGEMENT

All the praises and gratitude for ALLAH almighty, The Compassionate, The
Merciful, The source of knowledge and wisdom, The greatest of all, Who blessed me with
health. After that, all praises are for his prophet MUHAMMAD (Peace Be Upon Him).
I like to express my sincere gratitude to my supervisor Dr. Aqeela Saghir for her true
guidance during the whole time of my research. I am highly thankful to her for her
encouragement guidance and support from the beginning to the end, enable me to develop an
understanding of the subject.
My special thanks are for my parents and siblings Laiba, Samreen, Mahreen and
sweet brother Rehan for their entire effort for compiling this thesis. Their continuous support
and encouragement enabled me to do this task in befitting manner.
I would sincerely like to thank all my beloved friends who were with me and support
me through thick and thin. Most importantly I would like to thanks to Mahdia, Hina, Hiba,
Tabasum, Tehreem and Mehrun Nisa.
With great pleasure I would like to express my gratitude to all who have contributed
to this thesis.

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 CONTENTS

CHAPTER TITLE PAGE

1 INTRODUCTION 1

2 REVIEW OF LITERATURE 13

3 METHODOLOGY 34

4 RESULTS AND DISCUSSION 38

5 SUMMARY 73

LITERATURE CITED 77

APPENDIX

6
 Abstract

Educational games marvelous role in the development of educational achievements of

students . It also increases the educational quality and content of teaching and learning. There
are numerous games decisively arranged as educational games, just as various engaging
games that have been adequately utilized for educational purposes. Teaching and learning is
a challenging task which requires skills, teaching methods, strategies, teaching materials,
aids, infrastructural facilities, teachers 'training and also students interest which are
completely managed by the educational games conducted in the classrooms. The educational
game usually plan for the utilization of A.V aids in the classroom. Educational games
encourage the students to pay full attention on the subjects by the active physical and mental
participation. The aim of the study is to investigate the effects of educational games on the
academic performance of students. The present study will be conducted in Hafizabad city.
The study will be quantitative in nature and survey method will be used. There are 278 govt.
schools and 256 private schools of primary level in city Hafizabad. Out of which 10 govt.
schools and 10 private schools are selected for research and the teachers of these selected
schools are considered as population. Total population of the study is 188 teachers (teachers
of private schools 85 and teachers of government schools 103). Sample size is drawn for
research by proportionate sampling technique and respondents will be selected through
simple random sampling technique. The sample size of this study is 126 (teachers of private
schools 56 and teachers of government schools 70) by the confidence interval 5% and

7
confidence level 95%. The sample size had been determined by using online available
software i.e; www.surveysystem.com. A well planned questionnaire for quantitative data
collected will be designed after the deep study of literature. The respondents of the present
study will be asked to give their opinion on a five Likert scale. Statistical Package for Social
Sciences (SPSS) will be used to generate means; standard deviation, and frequencies for
variables that will be incorporated in results and discussions. About one half 48.2 of the
respondents had above 25 years.More than one half i.e., 55.3 percentage of the respondents
researcher re master. More than one half 58.7 of the respondents had above 25 years.
Majority i.e., 90.0 percentage of the respondents researcher re master. Card games develop
cognitive ability for better understanding rank orderly on 1 st point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 4.68. Quick fiction game increases competitive skill among the students rank
orderly on 1st point and it displays that the reactions fall among agree to strongly agree , then
it tends towards strongly agree with mean values of 4.55. Need the basic training for
usefulness of game based learning at primary level education. It was suggested that game
based learnings should be provided to the students because it helps the students other skills.

Chapter 1

INTRODUCTION
1.1: Educational games an introduction

Educational games is known as the main center of knowledge , information and

development of creative learning. Educational games leads the students towards self-
directed learning that make differentiate between the project-based learning and

8
practical based learning. Students can easily attain quality information for the better
imparting and erudition of knowledge for the completion of students learning projects
(Powel et al., 1992).
Educational games is not known as a separate unit of any educational institute
in fact educational games is considered as the heart of any educational institution.
Educational games is the necessary and fundamental part of college that plays vital
role instructing students. Educational games contributes a lot in the accomplishment of
learners educational goals. Educational games provides general foundation for the
completion of research needs. Educational games gives contemporary ways to deal with
the learning tasks. Educational games are the fundamental part of institution. The
importance of educational games has been firstly expressed by the President of Harvand
‘’Charles Elliot’’ in 1873. This is accepted by the university of Harvard and its impacts
is measured by the administrations. The aim of this measurement is to complete the
educational objectives by the contribution of educational games in the learning and
teaching process (Edem et al., 2009).
The educational system totally depends on teaching , learning and motivational
and encouraging forces and factors for making the man power skill full and educated.
The information is preserved, conveyed and effectively utilized for the existence of
educational society. For the arrangement of educational system educational institutions
and educational games are very crucial. These two units of education system are
necessary for the preferment of teaching , learning and research that will create efficient
academia (Rao et al., 2009).
Perusing books is one of the propensities through which one can gain the important
data about the world. Without perusing, one's scholarly advancement would endure a set-
back. The educational games of educational institutions are called scholastic educational
games. Scholastic educational games encourage the scholarly improvement of youngsters by
giving books and other data sources which assume a basic job in their instructive and social
advancement (Goodin et al., 2010) .
Scholastic educational games assume an important job in bringing down
accomplishment holes and supports the learners to get information. Both scholastic and
social educational games help learners in raising their grade sand able them to perform well

9
on assignments, and they can easily get any information on any topic in the educational
games because educational games has the treasure of books (Oakleaf, 2011).

1.2: Importance of educational games

A educational games is adorned with enriched literature, suitable able data and
different types of books for the improving of students academic achievements and
persistence. Regular users of educational games can easily increase their information
and quench their thirst of getting effective knowledge and information. Educational
games can easily fulfill the curious needs of students to enhance the facts and figures
effectively and impressively. In the present era, the resources of educational games is
not limited to the only tangible materials such as books, magazines and journals. Now
electronic educational games is also established for the better learning of students
(Krashen, 1995).
Educational games is the basic and essential part of every institute . Educational
games provides positive learning conditions for all students . Educational games has a
valid impact on the learning outcome of students or readers. Educational games has a
collaboration connection between the learners and their academic
achievements(Mcquillan et al., 2001).
Recent survey shows that the access of students to the assets of educational
games make learning of students easy and enjoyable. Students who have the habit of
utilization of educational games always achieve best learning outcomes during their
learning probation. Educational games staff help in developing students search,
strategies and teaching them how to select relevant information, learn to synthesis and
acknowledge sources. Educational games inspire , encourage and motivate the students
for the better learning. Educational games users are usually the expert readers of
future. A current study secrutinizes the impact of educational games on students
outcomes and indicated its positive relationship between the learning potential and
academic achievements. Students connection with the educational games enhances the
significance of educational games in the study of learners. Educational games provides
best learning outcomes , outcomes and wellspring experiences to the learners and
educational games user (Stiggins, 2002).

10
 The significant effect of educational games on students acquirement of basic
information is important and shown in numerous investigations. The worth of educational
games is not be meditate through materialistic things and money related way as it consider a
centre to give learning resources to its clients. It was inferred that the significant reason for
the college isn't benefit, aside from in a definitive feeling of society benefit demonstrated
their judgment about educational games that educational games must show that they utilize
money related assets successfully and dependable (Matthews ,2003).
All educational games have significance contributions in the provision of
adequate provision of effective information to the students. Educational games assets
and its administrations help the students in their learning exercise that increase the
capabilities of pupils. Educational games also play the instructor role in the learning of
students. Educational games is exceptionally useful for the instructor to the pupils and
from the learners can easily discover the required data ( Kuh et al., 2003).
Educational games are frequently seen as place of reading . The educational games
are commonly thought of as a necessary piece of learning or as affecting scholastic
achievement. Educational games have the job to promulgate information about the scatter
things and marvel on the planet. Anyway huge numbers of the investigations have been led in
the course of the last 50 years to demonstrate that bookkeepers and educational games are
vital for education. During the 1960s, specialists started to look for proof the tendency of
educational games administration for higher academic accomplishment (Roberson et al.,
2004).
The students who mostly utilize the educational games have great impact on
their academic achievements. Educational games provides marvelous help in the
contemplate and scholarly accomplishment of educational academic achievements.
Educational games provides value able and wellspring collection of books, diary and
other knowledgeable assets. Educational games hasa explicit position in the learning of
all students. Educational games has basic information for students that lead the students
the best future (Kaith, 2004).
Educational games help clients to accomplish their objectives and it is effective in the
event that work for the necessities and needs of its institution, whatever those might be.
Educational games provide an essential job in learners accomplishment, educational

11
programs development, and guidance. Educational games helped student in learning , 85% of
the pupils revealed that the scholastic educational games had helped them do scholarly.
Further they attached the discoveries with educational games additionally push them to
prosper interests and giving best methodologies for learning at their own residence (Korobili
and Tilikidou, 2005).
Educational games plays very effective role in the learning life of students.
Educational games of educational institute give a positive chance to the students for
the fulfillment of scholastic needs. Educational games provides confidence and
beneficial outcomes to the students that provide them security of best learning future.
The connection between classrooms, students and educational games has a significant
effect on students learning and learning achievements ( Laird and Kuh , 2005).
Educational games plays a very tremendous part in the tenure of clam learning
era and paradigm. In this era educational games is considered as the subsystem of
educational institutions that provides services for learning as well as research. It has
become part and parcel unit of schools , colleges and universities matter and provide
an diligent participation in the attaining procedure of the educational programs.
Educational games gives best learning opportunities to the users of educational games.
The establishment of educational games in any place means to provide better and
useful learning sources to the learning for the increasing of their knowledge (Dadzie,
2008).
Some of the early examinations from1965-1970 concentrated exclusively on the
effect of a good educational games on education or absence of a good educational games
service as a hindrance for scholastic achievement. Suppositions have likewise been made
that educational games has an impact on scholarly achievement. High accomplishing
students utilize the most educational games materials and poor students understudies utilize
less educational games services. As research around there has extended, administrators are
presently observed as dignified importance and distinguish condition to enable learners to
imbibe effectively which will help them in achieving higher scholastic achievement (Ullah et
al., 2008).
Modern era is the period of getting good knowledge so that a person can
compete with the demands of time. Educational games as the part of educational

12
institute has the collection of books, magazines, newspapers and recordings of all types
for the better understanding of students. Educational games plats a vital role in the
imparting and preservation of knowledge to the students. It is the place where all sort
of books are available for getting knowledge. All types of educational games ( National
Educational games, Research Educational games and Academic Educational games etc)
provide all the basic information to the students that increase their information
( Sharma, 2009).
In the present era importance of educational games has been increased
because the increasing demand of education so that people can cope with the
progressive world. Now educational games are adorned with both print and non- print
documents. Some electronic equipments such as computer, digitization machines,
scanners, printers and internet are also find in the educational games for the
transformation of information. Due to the electronic devises in the educational games ,
educational games has been advanced and remove all the barriers in getting value able
knowledge(Kumar, 2016).
The concept of educational games enhances the thinking in the minds of
every one about the place that provide popular and proper information to the readers.
Establishment of educational games reduce the cost of learning expenditures. The
educational games has a direct relation between the students academic performance and
educational games services. The main purpose of educational games is to contribute in
students learning and tries to remove the barriers in achieving good information
( Parakash , 2017).
1.3: Significance of educational games in educational process
Educational games are designed to the fulfillment of educational goals and for the imparting
of specific information in friendly environment. Educational games usually urge the students
for active participation in the learning activities as educational games are the basic part of
educational learning activities. Educational games improve the learning minds of students
with holistic objective behaviors and reviews to indicate meaningful and profound
involvement in learning activities. An engaging learner will focus on mastering and applying
new knowledge or skills when given the opportunity, following in-depth strategies for

13
information processing or problem solving and showing a positive attitude towards learning
(Marsh, 2011).
Educational games generally motivate the students towards learning as every students have to
give their active participation in the educational games. Educational games are mostly use at
the early stages of giving education. Educational games provide depth knowledge and
contextual learning to the students. It makes the educational process more attractive and
interested for the students. It able the to students to adjust with all the students as develops
the adjustment ability. Educational games provide the variety of active learning opportunities
to the students that directly effects the classroom performance of studenst (Brook, 2012).
Bingo, drawing of words, puzzles and many other games builds the educational system in
which students can learn individually and socially. Educational games create the problem
solving ability among the students. It makes the concept clear and make the things easy. In
educational games students have to follow specific games like the other games of sports this
quality of educational games make the students punctual and obedient (Sadik, 2012).
In the modern world game-based learning has the specific place in all educational system of
all societies. It develop the collaboration, communication and interaction among the students.
These three qualities are very essential for the successful applying of social rules in the
educational institutes. It creates adequate dynamics for flourishing emotional skills and
brotherhood connection among the learners of all educational level. In the educational games
students have the chances to perform in the own way but by following of specific rules. This
quality of educational games reinforces the students for repeated practice with new mastery
skills (Wyche et al., 2013).
Educational games improve the learning process by making it easier and interesting.
Educational games have the potential that able students to get grasp on the difficult concept.
Puzzle games, matching games and collaborative games teach the students how to work and
learn in team. Educational games has countless benefits in this development of creativity
skills is very important. Practice board, playing with alphabet cards and video games
popularly develop the comparative study habit among the students. used in games education
(Cruz, 2016).
For the improvement of educational sector for early childhood education games of specific
designs are crucial that promote the innovative teaching and learning strategies. Educational

14
games make the students faster achiever of any concept. The innovation in the technology
also create the educational process combined with the educational games. The most effective
ways to promote better learning is by incorporation games into education system. The
Educational system is attractive for the students with the use of educational games (Yong et
al., 2016).
Educational games provide countless benefits to the educational process as it develops the
educational quality and literacy rate. Educational games with experiential gaming technique
flourish the critical thinking, spirit to perform in group ability and survival skill among the
students. It make the retention ability of students very fast and leaves everlasting effects on
the memory of students. Educational games improves the concentration habit of students and
creates the coordination among the scatter thinking views (Melonashi, 2019).
The educational technology has become the part and parcel for the increasing quality of
education now a day. In this educational era priority is given to the modern educational
games with communicative technologies. Educational games expand the motivation of
learning something new that show their incentives of higher education. The results of the
study specially explains the numerous advantages of educational games in education
establishment procedure with high standards of dependability and grades. Latest educational
games increase the integration in the classroom with the active participation of students
(Zayisha, 2020).
Teachers focus on content analysis through the educational games for creating self regulatory
system in the classrooms. Special concern of teachers are to create the environment in which
the activities with great fun pass the appropriate knowledge to the students during teaching
and learning process with great zest and zeal. Through educational games the educational
process become marvelous and then the teachers teach the skills by creating the situation in
which students gain experience that is require for the completion of learning procedure
(Goksoy and Argon, 2021).
1.4: Statement of the Problem
The fact is that student’s learning outcomes and the use of educational games
has a deep relation with each other. Educational games are expected to be the important
mean of information for the learning communities, specially teachers, students and
researchers.

15
 1.5: Objectives of the Study
Objectives
 To study the demographic attributes of the respondents
 To identify the impacts of educational games on students academic performance
 To identify the relationship between classroom environment and educational games
 To findout the demerits of educational games
 To compile suggestions on the basis of research results

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Chapter 2

REVIEW OF LITERATURE
Bruce (2000) said that educational games have great significance in the provision
of data, knowledge and information to the students and learners. Educational games
provide peaceful learning environment to the readers in which they can easily focus on
their studies and can get use information.

Deaver (2000) found the cooperation between the educational games resources
and facilities motivate students towards study. Now a day educational games are
continuously established for the reduction of educational expenditures. Educational
games establish significance relation between the students struggler to attain better
knowledge and their academic achievements. The author suggests that the educational
games staff and assistant demonstrate the good management of informative resources
which encourage students to gain good source of information. Presence of educational
games increases the quality of education.

Whitmire (2002) research out on use of scholastic educational games and utilization
of educational games by learners. The connection between educational games utilization and
academic achievement results was appeared to be power less. He find out that the students
who spend most of their time in educational games in learning have good GPA.

Pharr (2002) elaborated the effect of educational games on the students. He

conducted his research to find out the relation among the educational games and its
effect on the users of educational games .He concluded the explicit effect on the
learning of students.

Kuh et al. (2003) has expressed that the motivation behind scholastic educational
games is to help the targets of the college which is to advance instructing, learning and
research. Effect of educational games assets bolsters the scholastic objectives and goal of
organizations. Educational games affect demonstrated the outcome in higher review .

Kayonga (2009) indicated that there are a few kinds of educational games, scholastic
educational games is one. Scholarly educational games is an indispensable piece of any
institute of advanced education. A educational games in school, college and all other

17
organization of higher learning is known as academic educational games. The principal job
of scholarly educational games is instructive that may give a dynamic instrument of training.
Scholarly educational games are units of the foundation and their quality must be uncovered
by their association with the results that are vital to the college. As reported by college
educational games is students can search the data and meet their educational needs.

Kayongo et al. (2010) investigated the relationship of educational games utilization

and learners scholarly accomplishment. He examined literary works that underscore past
examinations on educational games use and scholarly accomplishment as right on time as
1960's.

Feister (2010) explained in his studies that educational games open their door
for all type of readers and learners and provide them sources of information such as
books etc so that they can full fill their of getting information. In this way learners
become skill full and they have good knowledge about their study.

Cox and Jantti (2011) explained that educational games provide space and place
to the learners where they can read what ever they want. Educational games allows the
learners to read , write and think about any topic .In educational games learners have
accessibility to the all sort of books which increases their reading skill and
knowledge.

Gensler (2012) said educational games provide sources of knowledge such as

book sand magazines to those who can not afford to purchase the books for learning.
He said that educational games is the cheapest source of getting use full knowledge to
the economically disadvantages students and learners.

Hilts (2016) has found that the Hong Kong Baptist college educational games
contributes fundamental relationship to students scholastic accomplishment and college
viability. Educational games give learning assets and administrations to understudies and
employees that help educating and learning. Educational games given the satisfactory data to
the understudies' for the help of educational modules finish on time.

2.1 Impact of educational games on students academic achievements

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 Powell (1992) explored that accredited representatives and policy makers are
explained the change in emphasis of the use of educational games that comprises a bunch
of effect on many different exposures of academic life of students. The establishment of
educational games and then the implications of rules and regulation for the use of the
educational games effect the learning style of students and users of educational games in
positive way.

Terenzini et al. (1995) explored that the negative correlation was composed on the
critical thinking and efforts of students. The basic probable descriptive results of students
while using educational games that are related to critical thinking. Educational games
resources serve the students as some different aspects. Division of educational games
services in different activities serve as the explanation of educational games services.

Bakewell (1997) explored that the academic educational games and its moderate
administration in the study process of learners contributes a lot. Academic educational games
and the manage of services that are provided by the educational games to the users of
educational games tag a marvelous significance on learners learning outcomes. All
educational institutions give considerable attention to the academic educational games for
the better education of students. It provides a workplace, where the researchers work for the
completion of their thirst to know new things. One of the major operation of educational
games is to cater a greatest learning environment to the learners.

Jonassen et al. (2000) found that in the modern era, the new highways for seeking
information is introduced in the educational games to meet the needs of scholars. To know
the obvious and fruitful facts and knowledge educational games staff provide services to the
educational games users. Past era represents, knowledge gatekeepers (journal editors,
publishers) and librarians comprehensed the esteem of reading and collecting. Today,
students become more choosy about the worth of learning material without help and
assistance. Mostly students have great confidence on their abilities and skills in the finding
out of good information and one of the half students admit that they have some difficulties
in founding and judging the quality and accuracy of learning material which they have
found.

19
 Lancer et al. (2001) said that analysts are trying to discover the effect of
educational games on students success. Numerous researches are conducted by the
researchers to measure the effect of better utilization of educational games on students
academic achievements. These researchers found a general relation between the
learning material, resources and facilities of educational games and their direct and
indirect impact on students GPA. One of the research explored the highly significance
impact on students morale, behavior, attitude , thinking and learning success.

Center(2001) illustrated the impressive preceding students conceptual learning with

the best educational games's functions to aggregate and hoard the components of transmitted
educational games: printed information sources, physical places (reading room, lending
department, depository). Learning and teaching is estimated by the university teachers with
the help of educational games staff. After the completion of educational sessions, the general
view regarding educational games virtual services, e-resources, and databases has marvelous.
However, the results of study explored that the educational games has been perceived as a
place where students learn, communicate and collaborate.

Lance (2001) said that a study at Glendale Community College in California showed
that the students who mostly attend educational games workshops attained high criteria of
pass rates in English and ESL classes, but in this study the increasing abilities of students due
to the use of educational games are not mentioned clearly. Educational games is one of the
considering factor that remarks student performance, the correlation between the educational
games and student performance are less clear. He reported positive relationships between
using of the educational games and habit development of analytical understanding in people.

Lindauer (2002) found that educational games is considered an open door for the
learners to meet the educational and academic requirements of the student. The
availability of the educational games to the users of educational games increase the
capabilities of students and others who use educational games for their personal
interest. The educational games provides all the material of learning to the every one at
vast level.

20
 Juceviciene and Tautkeviciene (2002) said that the academic educational games has a
significant relation with the learning outcomes of students because it provides environment
for individualized learning. The intellectual educational games's learning environment gives
the basic information regarding the books and best way of learning. Numerous researcher
worked on exploring the effective utilization of educational games by the students and l
earners that really effect the students academic achievements. Educational games provides a
literature surrounding that relying on two factors: the educational and educational culture that
is being produced in the educational games by the educational games staff according to the
study programs' educational environment and student competence enable the students to
identify their basic educational needs. And second learning environment is created by the
users of educational games for their best learning.

Jucevicience et al. (2003) found that academic educational games learning

environment and the changes regarding the perceptions of students about informational
attributes and demand for foreign language and age. The educational sessions depicts
statistically significance of knowledge and understanding in the educational life and
educational games educational environment. The circumstances that effects students'
knowledge and ways of thinking after the educational programs leave ever lasting
effectiveness of the information literacy educational program on students with aim of
nourishing students' information competence .

Lance et al. (2005) said that mostly study work is take place in all educational games
for making the better and civilized learners that can learn in a courteous way. At Indiana
University Purdue University Indianapolis, one librarian provides his/her services to the four-
person of the instructional teams (instructor, librarian, academic advisor, student mentor) that
convey the Learning Community courses and context to the specially designed first-year
students. At Sonoma State University, teams of educational games with the their special
trained instructor conduct seminar to increase and flourish the information and competence
of the educational games users.

Farmer et al. (2006) that the educational games status has a symbol significance in
the academic values for all educational institutes. Educational games contributes a lot in the

21
educational life all people. Student learn relevant dimension and material that upgrade the
students to appraising level. The value and utility of educational games in the learning life of
students can not be neglected. The increasing demand of public educational games reduce the
financial obstacles of students . Importance of educational games can not be avoided
because without the presence of educational games the greater level learning can not be
managed.

Guthrie et al. (2007) explained the unlimited evidence to the best and beneficial
allocation of educational games in all educational institutes. These evidence are directly
correlated with the use of the educational games and students persistence rates and
educational grades. That’s why he concluded that, to explore and control the students
ability in all educational institutions one well equipped educational games must be found .

Keeling (2008) said that there is no better way to become informative literate
without accusation of aptitudes critically related and associated to general education-
critical thinking/ evaluation, analytical and reasoning abilities, speaking , listening and
communication skills, and many more. Informative literacy and blue stocking is in really be
adopted by the a new liberal art that expand knowledge to the users of educational games
to know well about the using of computers and sources of information for the critical
reflection and evaluation of the nature and use of information by their own, in a technical
way.

Hart Research Associates, (2009) suggested that the students that spend much time
for studying in the educational games experiences a lot with their academic educational
games that directly or indirectly contribute on the desired learning outcomes of learners. For
remarkable learning outcomes for any educational institutions and in broader term for the
endless progress of a society to build a place where can learners get all learning context
, for this demand and need educational games are established in the societies.

Ossai – Ugbah (2010) said that students related to different degrees, learners and
blue stock people visit the educational games to quench their thirst for getting new
information and knowledge. He investigated in his research the better utilization of

22
educational games data and find out a deep relationship between the educational games
and academic success of students. Ossai –Ugbah thinks that the impact of scholarly
and robotized educational games on the completion of learners search has a lot. The
execution of degrees by effective use of the educational games has a great significance
not only their academic probation but also on their practical.

Issa et al. (2012) suggested that the well prepared librarians in the ACRL promoted
five competence standards in an educational Institute for Information Literacy (IIL) among
the users of educational games. Educational games assistants are working with others
educational staff in the educational institutes and learning community to promote, nourish,
prosperous and cultivation of fruitful information literacy in the society of learners. One
effective technique is adopted by the librarians to attract and for the moving out of the
students into educational games where they learn their courses with great facilities from
various disciplines.

2.2: Role of educational games in students learning

Bakewell et al. (1997) said that on the time of research and evaluation on students
development of learning two simple points to be noted vey considerabaly as to account for
many important impulses and prestige of student learning. The first major point is the level
of time consuming and spirit of students for the using of educational games per day invest
that really effect their desired outcomes of learning. Second is the effectiveness of
educationally institutions that influences the designed educational experiences . But
unfortunately students know very little about the consequences of students experience that
are related to the academic educational games .

Whitmire (1998) found that the educational games activities provide marvelous
indicative effects on student self-motivation that develops the habit of critical thinking in the
users of educational games. Educational games experiences (1999) measured that the first
activity is the routine visit of educational games for information, reading books, making
assignments, reference materials, and avail the facility and other resources specially for
study. The second type of educational games use and controvert as well as attentively more

23
powerful in different ways of learning, for example focusing, exploring, analysis, and
evaluation of different useful information, gained by the users of educational games that
created questions or, particularly stimulated and motivated learners for the solution of
problems introduced and elaborated by the instructor for which educational games resources
provide help for the solution.

Higginbotham (1999) said that more than 25 years the analysis of departure of
information has become powerful program in all educational games of universities and
collages. Many scholars has influenced librarians to explore the positive impact of
educational games on students learning and success. Teach the students as an independent
thinkers so that they become able to value their own questions. After searching a lot of
learning material students can easily critically synthesize and analyze information prepares
them to be lifelong learners.

Juceveciene et al. (2002) interpreted that the staff of academic educational games
focuses on the provision of best information attaining atmosphere truly persuade student
learning outcome. In Higher Education commendation of educational games is immanent for
the improvement of ability, the identification of the need of information for brilliant
students and then the location of basic information is very necessary of the librarians.

Juceviciene et al. (2003) explored that in recent years, the design and innovations of
educational games become more considerable thing for the institutions. The role of
educational games is to develop the habit of concentration and keen observation among the
students. Educational games as a social space make the learners able to spend their life
according to the laws. The educational games has also a very important role in making the
students punctual. Educational games is a collaborative place of learners . It has vast open
spaces that are divided on small study rooms for the learning privacy of student.

Hisle and W.L. (2005) said that the educational games of universities have been
developed as a place of learning and interaction. Now the universities has become the heart
of all educational institutes. Universities are considered as effective “public place’’ where
people come together and try to establish study interaction with each others. Universities are

24
the third place of all educational institutes that is established to determine learning mood and
caliber of students. In educational games different people interact to the people related to
different spheres in more serious learning intention”. The educational games is a home of
learning and research work that make the people more socialize through educational relation.

Rathinasabapathy (2005) said that in past studies, many researches was conducting
for the assessing of the influence of educational games on student learning at broader level
, very clear demonstrations was explored about the positive impact of educational
educational games and librarians on the information achieving effort of learners according to
the institutional contexts. Indeed, educational games are known as a well recognized place
of better learning of all educational institutes for the fulfilment of the needs for rigorous
learning at changing level of learning according to the changing demands of era. Analysis
explores that focus on the changes in levels of student competence , student behaviour about
the wish of gaining something new and related this with the effects of literacy demands for
the curriculum development and educational games resources.

Hisle (2005) explained a vast list of researches that defines the surrogates
connection of student learning grades with the educational games. The interaction related to
educational games is very necessary for the students for the best learning. It is clearly defined
in this research that the educational games motivates the students towards learning. When
students enter in the educational games just to kill time then they indirectly motivated
towards the study because when the see other students busy in learning in the study the
become inspire for study.

Lance et al. (2005) elaborated the main purpose of tertiary education all over the
educational institutions is to adorn the learners with basic education of all relevant subjects.
In this purpose the educational games of tertiary level educational institutes play a part and
parcel role. The successful oblation of maximized influence of academic educational games
on students success and learning is evaluated by the researcher and found its great impact on
students. Librarians must have unique understanding of the quality of books and the ability
to perform varied teaching role so that they can provide all the demanded material to the
students with perfect instruction at the reference desk and give the collaboration to teach
research methods regarding their curriculum.

25
 Devi et al. (2005) examined the difficult challenges that is faced by librarians is a
deficiency of docomented connection with students. Educational games faculty officially
interacts with different students to motivate them for their courses so that students study
problems may be solves which increase students participation in their programs. But in
many educational games librarians do not have as many systematic connections with the
educational games users. More over , librarians have to contact and interact with individual
educational games users that can be used for analytical goals. For the best relation of
librarian with the educational games users librarian have of established some educational
games seminars related to different educational courses. In many situations, the interaction of
educational games with the educational games users deliver instruction and provide
opportunities to learn and try to track them towards study.

Gerner (2006) found a collaboration of academic educational games with all faculties
of affiliated educational institutes and students needs increase the participation of students in
the instructional activities. The instructional activities related to educational games
influences promotes literacy skills among the educational games users through discussions,
individual regard, online discussion, good performances and project based learning illustrate
effectiveness of educational games in the learning life of students. Institutional educational
games resources illustrate possible positive statistical connection with student academic
data such students GPA, class rank, or time of completion the academic year successfully.
Librarian recognizes the delimitations of educational games data that’s why they does not
allow to the students to track all the educational games resources. Now a day librarians
trying to up to date the skills for the research of students that provide them individual student
data, so that they can easily maintain student privacy.

Campbell et al. (2006) described the results of educational games instruction on the
learning outcomes of students from the librarian perspectives. This study indicates 100%
students who spent time in the educational games can easily determine the quality and
authenticity of instruction that are concerned to information literacy into their classes
considered the time well spent. According to librarians educational games improves the
quality of courses that are provided to the disciplines of research institutions. 1.Educational
games promote and implement new curricula to access and customize the relevant

26
information resources. 2) Educational games improve the research productivity and quality of
research material. Students learn new techniques and method of learning from the
educational games and become familiar with new educational resources. 3) Educational
games save the time of students in the preparation of research work. This research also
indicates that value of educational games in guiding the students for the appropriate
information of relevant course assignments, and mostly librarians said that educational games
greatly support the teaching and learning outcomes of educational probation.

Breivik et al. (2006) explained that the librarians have the valuable resources to
establish for future teaching and learning techniques. In higher education emphasizes and
focus are given on the learning capabilities of students for all courses and try to able the
students to apply the modern technology and learning materials that prompt the learning of
all students with effective educational experiences. Educational games promotes self
directed and self regularity learning among the students. Educational games develops the
habit of motivational learning. Resource-based learning, problem-based learning, inquiry-
based learning are also promoted by educational games among the students. Educational
games is a natural place for the investigation of new things. Now a day educational
games are expand for the provision of support in the development of national curricula that
encompasses interests of students, fulfill the demands of society and able the students to
solve complex problems of learning.

Kuh (2008) measured the challenges of the integration of information and instruction
can be succeed with the help of educational games because ‘’what we can measured what we
can learned’’ . educational games is considered a indeed departments or programs for
formal education that elaborate the literacy outcomes in their disciplinary curriculum.
Mostly students gain help from previous learning activities to achieve a great aspects of
information and knowledge that are very necessary for their research requirements.
However, developmental approach of increasing information and learning outcomes is
greatly influenced by the educational games because in the educational games up to date
learning material related to different disciplines is available.

27
 Klaib (2009) analyzed that the Association of American Colleges and Universities
(AAC&U) explored the desire of knowing new information as an “Essential Learning
Outcome. To prepare students for best academic education and study,learners have the
ability of critical evaluation of information. Blue stock and analogous people terms often
have strong relation with the educational games that in general effect their learning
outcomes. A survey indicates that 74% of institutions educational games reports about the
general learning outcomes of students are over linked with the educational games and 59%
include information literacy, and 51% include research skills.

Klaib (2009) explored the positive effects appeared independently on the student
characteristics such as efficient skills and authenticity. Elaborating of the Educational
games’s Educational Value increasing interest of gaining information that makes student
learning everlasting and remove the difficulties of achieving good remarks in educational
level.

Klaib (2009) said that a study was conducted to analyse the impacts of an
informative educational games programs, for example educational games workshops and
courses. This study elaborated the students who joined and passionate for the informative
educational games courses got higher GPAs, completed the whole semester with great
academic achievement.

Felmely et al. (2010) explained that now educational games contribute marvelous
extent to the achieving of information and on the many other aspects of student learning.
The procedure to express the educational games’s services is to evaluate how students have
direct or indirect experience to the educational games that contribute their desired outcomes
of learning. Use of the educational games salutary effects the development and appreciation
of philosophical life of students. To provide the philosophical information to the searchers of
information, the librarians have to apprehend the terms and conditions of fostering
independent learning that have direct association with searchers learning outcomes.

Evans et al.(2010) said that the use of educational games chatter the desired learning
outcomes of tertiary students. The essence of the proportion between educational games use

28
and tertiary experiences that promptly pretend students learning, for example student talent
of learning interaction, writing abilities, and so on.

Steelcase (2010) said that in previous years, micro-level studies are conducted for the
evaluation and assessment of educational games resources, facilities and services and its
effect on learners while studying in the educational games. Impact of librarian efforts on
individual learner, librarian instruction educational games is marvelous. This study indicates
beneficial use of educational games with the help of educational games staff. However, in
the major body of literature the researcher suggested one-shot information about the
removal of obstacles that a learner faces while studying in the educational games. Researcher
explains that the major aspects of the literature is present in the educational games that can
make the researchers quench easy to find examples of best practice.

Huddersfield (2011) conducted a study on the topic of impact of educational games

on students academic achievement and its role in the motivation of students towards studies
was conducted in U.S. institutions. The University of Huddersfield found statistical
interaction between books, educational games facilities, educational games staff and e-
resource use and student “attainment”. Some researchers at the University of Wollongong
found same connection between borrowing of books of books and students educational
remark. In Hong Kong Baptist University, the head of the educational games staff explored
positive correlation among the books and AV Aid material of educational games and higher
grades of learners and students due to their best participation in educational games
instructional classes.

Krashan (2011) explained that students learn the most beneficial skills from
educational institutions that are consider very importance for better understanding. In the
effort of provision of important learning skills educational educational games very generous
role.

Chorum et al. (2016) elaborated the impact of academic educational games in the
U.S. At Fresno State University, for example, is stated different kinds of students that have
deep interactions with the educational games and in this university the educational games’s

29
correlations with student learning outcomes is also investigated. In the University of
Minnesota, librarians are determine for the flourishing of educational games data and try to
determine the influence of educational games print and digital collections on student course
pass/fail rates, grades, GPA, retention, four-year graduation rates, and completion of graduate
degrees and/or dissertations. The University of Wyoming has explored a major effective
difference in GPA of the different graduating program students. Educational games
instruction for all subjects and courses and those who did not have upper level knowledge
related to educational games subjects and course. These studies have great worth in defining
the deep correlation between the student’s interaction to the educational games and its
influence on the GPA of students. Much investigations is necessary to express causative
relationships between academic educational games and student learning.

30
2.3: Use of educational games improves students learning

Everest et al. (2001) explained the current role of the educational games satisfy
needs of learning of students and cultivates an environment of students collaboration
learning. The traditional role of the educational games activate the learning self motivation
of students by providing them the aspects for reading, understanding. The latest educational
games design has changed towards individual study area at a vast place where people sit
together but learn individually. It is important to investigate the effects of educational games
on students attitude and character at university level. Traditionally academic educational
games has transitional earmarks of positive learning situation for all the educational games
users. Now mostly educational games are shifted to digital educational games and the
changed the learning habit of student learning.

Dyer (2001) explained an imperative demonstration of the identification of

educational games effects on students academic performance. The findings of an analysis
related to educational games role in students education was showed in 1988 in DeWitt
Wallace-Reader’s Digest Fund in United States. Students can also avail peer-to-peer
learning preferences on the reference desk .

Lindauer (2002) explained that the educational games is being reorganized as a

classroom in a vast form but outside the real class rooms spaces. The influential part of the
educational games led the student towards development of common learning. The
educational games promotes the group work that is very important in increasing the
collaborative learning and project base learning. Educational games is known a symbol of
learning of all educational campuses. The whole atmosphere of the educational games play a
contributive role in the students academic success. Educational games always gives an
unparalleled study environment to the users of educational games that influence the learner
success in positive way.

Kuh et al. (2003) said that the educational games provides a particular environment of
reading books and other learning material and give them a motivation to store this data in
their mind permanently. The university educational games as the heart of the center has
really become the third major learning place for the learning community.

31
 Gardner and Eng (2005) explored that the majority part of educational games plays a
critical role in the accomplishment of learning tasks that are decided by students (Gardner
and Eng, 2005). This generation is also referred to as the Net Generation, The Digital
educational games of students give effective chances to the students for the attaining of
numerous educational resources. The students enhance their academic ambitious with the
high grades of academic year and the educational games helps the students in achieving high
grades.

Dickenson (2006) explained that the mostly students consider the educational games
a virtual destination. A research was conducted for the analysis of internet usein the
educational games by the students. The result showed that more than 73 percent students use
internet facility in the educational games for the fulfilment of their educational tasks,
completion of assignment and for the achieving of new information.

Campbell (2006) suggested that the educational games are a crossroads in the modern
era. Now the learning society has changed their perception about the physicalequipments of
educational games and e-educational games is becoming innate to the educational endure of
students. The increasingly technology is part and parcel for learning and communication. The
educational games is a continues place of flourishing learning activities among the students.

Campbell (2006) explained that the human brain is like a digital machine and
educational games plays a very efficacious role for the data coding in this machine. If
educational games has all the basic resources than the students respond very faster to grasp
information. The presence of educational games recalls the students population towards
study. Students must have to acquire the technical information and knowledge. Students
have to use the educational games for the technical understanding of traditional lectures and
teaching methodologies.

AAC and U. (2010) explained the pupil society in higher education has merged into
different student societies due to the involvement of a number of immigrant students in the
educational institute of U.S. Moreover the in student population the trend of diverse cultural,
economic status, and localities perceived views of students about the role of different
educational department in the removal of nationalities and sect differences and to find out the
same role of educational games like other departments of society in the removal of sect

32
system in the educational institutions. Latest technologies and fast Internet have changed
the learning habits and living style of students. Now the educational games are also adorned
with the latest educational equipments that’s why the educational games has been converted
into e-educational games. Students have great inspirations with the educational games for
the fulfilment of their educational needs. Educational games teach the students how to
study individually while seating in group.

Yang (2011) explored the new perceptions regarding the physical features educational
games and its role in effecting students performance is very essential to evaluate. Now the
educational expenses is very high due to dearth it is difficult for the students to purchase
books for learning. In this situation educational games provide the opportunities to the
students just to borrow a book with out free of cost and increase their knowledge. Mostly
students depends on the use of latest technology for learning, due to this dependence of
students educational games are converted into digital and electronic educational games.

Bleidt (2011) said that the educational games plays very sufficient role in the
innovation of new data and make the association in habitually utilization of educational
games from the students. The character of a educational games effect the character of
learners. Role of educational games determines the most main part of learners life. The
regular client of educational games avail a playful mood of learning, through which people
more seriously involve in the learning activities. The conceptual concept of educational
games support a maintenance to research efforts and the collaborative nature of educational
games on the students learning common.

Broz (2012) explored the reasons of students for choosing the effective resources of
educational games for information gathering. Mostly students of tertiary level use
educational games for their research work. Educational games provide the silent
environment of learning to the students. Silent environment is very necessary for deep and
keen learning that why tertiary level students prefer educational games for the learning of
numerous lessons. Basic information regarding to the curricula of different degree is crucial
f that is crucial for the simple and easy understanding of new knowledge. The people who
visit the educational games for self-serve information can be perceived every thing very
quickly. Lack of educational motivation ruin the students abilities of learning. But the

33
presence of educational games motivates the students to learn freely by providing them
learning resource.

Aplin et al. (2013) showed about the design and innovations of educational games
facilities and services . educational games staff try to concentrate on the work that based on
basic work principals . The student learning outcomes are always influenced by the
implemented rules of educational games while the learners use educational games these rules
change their learning stamina. Oldenburg. Educational games provide better support for the
learning media programs. It is a blessing for the poor and minority students.

2.4: Educational games improves the learning skills of learners

Dreifuss (1981) found that educational games are designed in the way that can serve
early learning of the students so that they can read better and write better. All students feel
comfortable in the educational games because in educational games there is no noise of ant
thing in noise free environment. In noise free environment students acquire energy that
improve their reading and understanding skills. Physical spaces are arranged in proper way to
ensure students learning and best learning outcomes. In educational games students work
individually as a form of small group in the commons bench. An integrated digital is quite
different from space educational games but both educational games have same aims of
providing best learning environment to the students that improve students reading habits.

Longworth (1999) suggested that students who utilize educational games and spend
long hours in the educational games mostly have the better understanding of different sort of
text. Because when students most of their time in learning they indirectly improve their
reading skills. 23 percent of tertiary level students spend their time in the educational games
for keen observation of books and acquire the advices from the books that they read in the
educational games. Students have the demand for separate rooms for completely silent
learning, upgraded computers, suitable lighting, best seating arrangement for individual and
group work and for better learning control.

Grimes et al. (2000) said that are attain by a student in the buildings of educational
games are very prominent. In educational games students achieve the services such as
academic writing, career counselling, and learning of different languages for the

34
improvement of learning and reading habits. Educational games programs for the furthers
learning attainment can be analysed through the students for the successful teaching,
learning and research. Integrated educational games have deep relation with the students
academic achievements.

Deaver (2000) said that the planning related to learning equipment for academic
educational games has attract the result of the flourishing festivity of the new educational
games. In the past years, educational games were adorned with the vast amount of written
books, magazines, newspaper housed used to determine the size of educational games space.
Now the design of educational games design takes great consideration for the best use of the
educational games space.

Bundy et al. (2000) explained the role of the educational games no doubt is very clear
in education and educational services. Imperative study of the educational games explore
the physical infrastructure of educational games to fulfil the needs of students (Becker,
2009). The latest form of educational games appear in 1990s in some academic educational
games(Lippincott, 2010). The learning outcomes of students is emerged with the
interchangeably educational games information. Educational games is an extension and
expansion place for a traditional academic learning. Educational games is a beautiful place of
learning where students come to seek the reference or attain librarian consultation and
services for learning . In educational games open access to computing resources are
available for all types of learners. In educational games students can study, work in groups
but individually and silently, do work with electronic technologies. Student-learning
outcomes typically depends on learning workshops or refreshing seminar.

Harvey (2001) explored the new sort of educational games improved in new form of
scholastic educational games in the year of 1990s. Educational games is the place where
students gathered and think about advance things , create innovations and use different
administration or counsel for help in all these learning activities. The absence ramification of
educational games inclinations deeply effect the students reading skills and habits of
individual learning.

Smith (2002) explained the optimistic influence of educational games is the

imperative point of educational games. Educational games is considered the most important

35
need for the students now these days. All the investigations of educational games effects on
students academic is always positive. Due to the adequate facilities of educational games
students can enter in the next step of learning very easily and attain the full knowledge of
control variables of learning activities. The conditions and environment of educational games
leave everlasting effects on students learning.

De Jager (2002) demonstrated the trend of changing educational games due to new
and up to date technologies. A current analyses defines the indeed value of the educational
games in learners life. All students elaborates the increasing value educational games for the
personality development of students during their academic session . This latest results shows
that the typical role of educational games is to cater books, videos, magazines, newspapers,
research material and computers with under one roof as place.

Matthews (2003) elaborated that educational games is a common learning place and
public place as neutral academic institute where students gather and collaborate with each
other for improving their learning skills. Educational games as a gathering place of learners
where all of people enjoy the easy access to the necessary and vital learning material. All
tertiary and school level educational institutes have a unique characterized educational
games for the students. Educational games has a close and typical interaction with the
establishment of learning motivation among the all people. For all students, educational
games is adorned place for improved learning. Educational games has diverse characters for
the students where students grab to study.

Lippincot (2006) said that for learning outside the classroom educational games is
very essential that increase the collaboration between groups of various projects. In all
educational campuses the demands and aspirations of educators and students are increasing
with every minute that why the establishment of space educational games become essential.
The current generation is reporting about the low collaboration between the teaching and
learning material in this circumstances educational games provide a chance to interact with
major learning materials for out-of-classroom collaboration. The students who interact in the
educational games definitely extend and improve educational experience at college.

Pike et al. (2006) described the most important role of recent educational games
involved in recent educational games is the provision best interior resources to the students

36
that should be flexible, adaptable, comfortable, usable and prosperous.“Educational games
users should be allowed to arrange their seating in a useful and comfortable way in which
they can learn and read well. Educational games users should have the seating options that
provide them confidence and easiness in reading and improving th eir understanding ability
of written something.

Rodger (2009) found a blend of educational games environment and educational

games resources developed promptly the attitude of students. Educational games develops
the cooperation and interaction of learning with the students. School educational games
mechanically improves the learning abilities of students. It provides the help to the students
for the accomplishment of their statistic information and degree.

Feister (2010) defined that the academic educational games have been successfully
improve the reading habits and skills of students that indirectly effect their academic
achievements. The student learning outcomes addresses the needs of students that they face
during their academic year. The content and services of educational games are may be
different but traditionally develops reading skills of pupils. Now a day educational games
have up to date and extensive software package through which students learn and read more.
Educational games contain information related to different areas for group and individual
study .

Commission for Academic Accreditation(CAA) (2011) found that the educational

games should have suitable and comfortable furniture for reading so that when students are
seated on the furniture they never feel restless and tired. Educational games users should
have the permission to design their seating according to their comfort. The educational games
have comfortable couches, tables and chairs that motivate students towards study with great
ease. Good and comfortable seating arrangement effect students learning behaviours.
Learning outcomes are based on the atmosphere and service of the learning institutes.

Lance et al. (2012) said that the academic educational games rejuvenate the learning
additions for new learning tasks. The aim of educational games programs is to conceive the
best way of the use of educational games space for better academic result that an institute
achieved from the students with the collaboration of educational games. The internal and
external features of educational games, digital and hard equipments and many other facilities

37
and programs of educational games help the students to meet the learning needs, teaching
tasks and research efforts.

2.5: Benefits of educational games

Judd (2010) said that educational games become the part and parcel of modern educational
system due to the changing of social and educational values that completely bring change in
the educational demands and goals. Now feed back and reinforces for the students academic
results change the decorum of educational system for the demands of new educational
decorum educational games provide specific support that make the educational quality
according to the educational goals.
George and Dellasega (2011) stated that the process of education can be change by the
different and effectives educational games that are used in practical activities. Perceptions of
teachers related to educational games bring change in the behavior of learner’s life at any
level as educational games are crucial for the high educational rates. Major aim of
educational games in education is to bring positive and developmental change in the attitude
of learner that can be took through the use of different teaching techniques along with
educational games.
Hwang and Masud (2012) defined that teachers focuses on content analysis by the
participation of students in educational games that create self regulatory learning habits
among students. Special concern of conducting educational games create the environment in
which mostly teachers pass the appropriate knowledge to the students during teaching and
learning process with great zest and zeal. Through educational games the educational process
become marvelous and then the teachers teach the skills by creating the situation in which
students gain experience that is require for the completion of learning procedure.

Cheston et al. (2013) believed that teachers use educational games to test the abilities of the
students and for the fulfillment of educational objectives. Some students reported that they
completed the task of learning in a limited allotted time due to special attention of the
teachers while participating in educational games. Students feel confidence and self-esteem
due to active participation in the learning games. It is the age of competition and in
competition students can pay proper attention to their studies when they have the beneficial

38
educational games. Each and every students is different in learning habits and abilities and
these qualities are flourished at different rate through educational games.

Milkie (2014) narrated that educational games integrated the qualified necessary
communicated material which is used well in the training of teachers as well us students. It
trained the teachers to teach the students with full confidence. All positive aspects of learning
games help the students to develop their academic achievements as it able the students to
become a valuable citizen of society by nourishing their moral skills. Educational games help
in the equal allotment of collaboration work to the students because the teachers can easily
find the list and in no time they can use the formula and allot the projects to the students.
Educational games set the parameters of completing learning tasks for the students that’s
why it able the students to complete the tasks in the given time.
Coller (2015) explored that the educational games exploit information in specific directions.
Education games decrease the monotonous situation in the educational institutions. Planned
and energetic educational games represent the expand the accessibility and consistency of
learning services in the network of educational organization. An energetic educational game
engaged to endure learning source availability during the implementation of role playing
educational games. The researchers originate that the ease of use of the learning games with
adequate services in the planned representation for advance learning.
Kamaruzaman (2016) indicated that students can increase their work participation in the
educational field as well as in the different field of life by using electronic tools for teaching,
study guidelines, student behavior management, spending on the correct behavior of students,
displaying consistent behavioral responses that do fit into the participation of the student
studying by various teaching games. Teacher’s behavior for the use of interactive educational
games provide the prove for the best management of teachers.
Lewin (2016) described that educational games are very prior for the execution of fortified
direction, compatible guideline of work and exploration of new impressions in the study.
Consonant effects of educational games justify the quality obligate endowment. A prior
analysis elucidates the speciality, peculiarity, accessibility, seniority and convenience of
educational games in teaching and learning process. The use educational games on quality
determinants for increasing student’s abilities is the major concern of modern era.

39
Vogel (2018) evaluated that educational games provide useful theoretical and practical
information on how to engage in the most convenient mode and manage time efficiently by
the teachers. In addition, educational games is known as one of the most effective tools in
learning. The system of educational games automatically evaluate students' knowledge and
allows a teacher to look at the most difficult issues of the subject and pay special attention to
practical lessons and seminars, respectively. It provides comfortable conditions (workplaces,
time freedom, and choice for training), enhances students' independent work at their own
pace, enables functional evaluation of acquired knowledge, and promotes self-responsibility,
accountability and self-discipline.

Hussain (2019) said that in the preliminary year’s Government of Pakistan has announced
educational schemes, funds for electronic and physical educational games that are performed
in learning labs. National and international agencies of education are now working for the
new informational and instructional tools labs in all educational sectors. For the fulfilment of
educational need government of Pakistan has already announced a scheme according to these
scheme free educational tools should be provided in the all educational schools so that
students can easily use the playing educational tools to quench their thirst of achieving new
information. This scheme is considered very beneficial for students. Private educational
sector also offer their efforts in increasing learning games with adequate learning tools in the
education areas of Pakistan.

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CHAPTER 3

METHODOLOGY
The methodology contains specific processes that are implemented in research procedure to
gather consistent data. It contains those instruments that are helpful to gather the dependable
material in a specific research program. In research, interviews and questionnaires are used
as a common tool.
The main importance of the study was a study to analyze effects of educational games on
academic achievement of primary school students in Hafizabad city . The main purpose of
this study is to clarify the various types of techniques and told for collecting, analyzing and

41
interpreting the material which is related to the study. Different processes, methods and
statistical test are being used and briefly defined in this chapter.
3.1 Study Area
Hafizabad is the third most well-known city of Pakistan and. Hafizabad District is one of the
districts of Punjab province, Pakistan. The present study was conducted in Hafizabad city.
3.2 Research Design
Research design is a rational procedure to conduct a study about any topic. The study can be
done in suitable way and any difficulty and exact results can be find with well-known
research method. The quantitative methodology was used to describe trends challenges and
solutions to educational games on a learning basis
3.3 Population
. There are 278 govt. schools and 256 private schools of primary level in city Hafizabad. Out
of which 10 govt. schools and 10 private schools were selected for research and the teachers
of these selected schools are considered as population. Total population of the study was 188
teachers (teachers of private schools 85 and teachers of government schools 103).
3.4 Sampling and sample size
Sampling is a process used in statistical analysis in which a fixed amount of observations are
taken from a bigger population. The sample of this study has been drawn by simple random
sampling technique.
Sample size was drawn for research by proportionate sampling technique and respondents
were selected through simple random sampling technique. The sample size of this study was
126 (teachers of private schools 56 and teachers of government schools 70) by the confidence
interval 5% and confidence level 95%. The sample size had been determined by using online
available software i.e; www.surveysystem.com.
3.5 Pre-testing
The purpose of pretesting was to evaluate and determine the feasibility of the measuring
instrument. The other purpose was to make any important and necessary changes to the
measuring instrument before starting the actual data collection.
For this research, 20 respondents (teachers) were selected for the pretest. The data collected
was analyzed through SPSS and the research instrument was reliable.

42
3.6 Research instrument
A well-designed questionnaire was used for the collection of data. The questionnaire was
developed for teacher and interview schedule for the students.
3.7. Validity of Tool
The researcher tool, that was validated by the expert. It was also modified under the
instructions and the guidance of the respective supervisor.
3.8. Developing of questionnaire
The questionnaire and interview schedule contained following sections:
 To identify the demographic characteristics of respondents
 To investigate the impact of educational games on students
 To find out game playing students behaviour in classroom
 To find out the teacher’s perceptions regarding educational performance of
educational games lover students
 To compile suggestions and recommendations regarding educational games

43
  3.9. Collection of Data

The data were carefully recorded to the procedure. The purpose of the data collection was
explained to all the respondents. The copies of the questionnaires were sent to the teachers
through google form and from students by hand through following up the SOP’s of
( COVID-19). Alternative method was used for the data collection (from students those are
learning in academies).
3.10. Analysis of Data
A social science statistical package was used to analyze the data. The main instrument of this
research is the questionnaire, therefore, the response rate of each item of the questionnaire
has been given, as well as the total size of the sample and the% of age has also been
mentioned. Descriptive statistics such as% age, frequency, mean, weighted score, and range
were analyzed to reach a conclusion.

44
Chapter 4

RESULTS AND DISCUSSION

The purpose of this chapter is to present analysis and interpretation of data relating to the
research problems under investigation.

Socio Economic Characteristics:

A socioeconomic characteristic is a set of attitudes that are interconnected but do not come
from a single dimension. The person's socioeconomic position is determined by the
prevailing average standard of cultural procession, effective income, material procession, and
engagement in community group activities. The following factors researcher re used to assess
socioeconomic and demographic characteristics: As a result, socioeconomic characteristics
contain a variety of components, and each element has multiple indices; each community
creates socioeconomic characteristics of people based on its norms and values. As a result, in
light of their significance, socioeconomic features of the respondent’s family had been taken
as an independent variable in the study. For the purpose present study following indicators of
socio-economic characteristics have been used.
Age
Age is a long-accepted human nature. This is important because of the superficial importance
of age in determining the onset of large population variations. At the same time lifelong
training / study gives individuals enough knowledge throughout their lives, and the parade of
pore searcher rful new technologies will further influence human life and its prospects, and
may slow down or reverse the aging process, researcher cannot even imagine. Biotechnology
travels to such extreme liquid states where there are “leaked” differences or boundaries bet
researcher en man, animal and man, machine and physical and non-physical. Understanding
age is essential because of its human and organizational significance (Kalla, 2006).

Table 4.1: Distribution of the reaction according to their age (private schools)

45
Age Frequency Percentage
20-22 19 33.1
23-25 10 17.8
Above 27 48.2
Total 56 100.0
This table shows that more than one third 33.1 percent of the respondents had up to 20-22
years. More than one fifth 17.8 percent of the respondents had up to 23-25 years, while about
one half 48.2 of the respondents had above 25 years.

Age
60

50 48.2

40
33.1
30

20 17.8

10

0
20-22 23-25 Above

Table 4.2: Distribution of the reaction according to their age (public schools)

Age Frequency Percentage

20-22 19 27.1
23-25 10 14.2
Above 41 58.7
Total 70 100.0
This table shows that less than one third 27.1 percent of the respondents had up to 20-22
years. Less than one fifth 14.2 percent of the respondents had up to 23-25 years, while more
than one half 58.7 of the respondents had above 25 years.

46
 Age
70

60 58.7

50

40

30 27.1

20
14.2
10

0
20-22 23-25 Above

Qualification
Education near has been unwavering by the volume of years finished by a applicant in an
educational organization. It is a main aspect that plays a dynamic role in rising positive
approach. Formal education has abilities for creation up some of lack in man: it enhances
kind and communication in social being (Alexander Cuencca 2020).
Table 4.3: Distribution of the reaction according to their qualification (private schools)

Qualification Frequency Percentage

Intermediate 4 7.1
Graduation 21 37.5
Master 31 55.3
Total 56 100.0
The above table represents that few 7.1 percentage of the respondents researcher re having
intermediate degree. More than one third i.e., 37.5 percentage of the respondents researcher
re graduated, while more than one half i.e., 55.3 percentage of the respondents researcher re
master.

47
 Qualification
60
55.3

50

40 37.5

30

20

10 7.1

0
Intermediate Graduation Master

Table 4.4: Distribution of the reaction according to their qualification (public schools)

Qualification Frequency Percentage

Intermediate 2 2.8
Graduation 5 7.5
Master 63 90.0
Total 70 100.0
The above table represents that only 2.8 percentage of the respondents researcher re having
intermediate degree. Few i.e., 7.5 percentage of the respondents researcher re graduated,
while majority i.e., 90.0 percentage of the respondents researcher re master. Draus (2008)
said that educational level of students depend on the use of on-line educational tools as it
make their study easy. The desire of students for achieving education is based on two basic
things. The first is to directed the students to attend the classes and promote the devise
deliberate learning through different educational websites that remove the barriers like
transport access and transport cost. Additionally game based educational system is
considered as motivational contrivance for intrinsically and extrinsically attending the classes
that rectify educational achievements. There are two dimensions of game based educational
system that flourish the academic achievements of the students. It inspires the students to
never miss the classes that reduce the absenteeism in the schools then it directly saves the
students from failure.

48
 Qualification
100
90
90
80
70
60
50
40
30
20
10 7.5
2.8
0
Intermediate Graduation Master

Salary: A fixed regular payment, typically paid on a monthly basis but often expressed as an
annual sum, made by a professional. Payment of salary to employees by the employer is
mandatory by law but not just for the fun of it. It must be noted that such wage or salary paid
is an instrument of motivation or ‘driver’ for the workforce to keep the body and soul
together and possibly make them a stakeholder in the organization. It is a common
knowledge that when you are a stakeholder in an organization, such employee will always
want the survival of such organization at all times. This is one of the challenges of
motivation within organizations. Motivation is one of the greatest challenges facing
managers across the globe because it influences workers’ performance and thus the extent to
which organizations are able to achieve their objectives and justify their existence (Zarif,
2012).

Table 4.5: Distribution of the reaction according to their income level (private schools)

Income level Frequency Percentage

10,000 10 17.8
15,000 15 26.7
200,000 20 35.7
Above 11 19.6
Total 56 100.0

49
This table shows that less than one fourth 17.8 percentage of the respondent’s income was
10,000. More than one fourth 26.7 percentage of the respondent’s income was 15, 000. More
than one third 35.7 percentage of the respondent’s income was more than 20,000.

Salary
250,000

200,000

150,000

100,000

50,000

0
1 2 3 4

Income level Percentage

Table 4.6: Distribution of the reaction according to their (public schools)

Income level Frequency Percentage

10,000 0 0.00
15,000 0 0.00
200,000 0 0.00
Above 70 100.0
Total 70 100.0

This table shows that 100.0 percentage of the respondents income was more than 20,000.

50
 Salary
250,000

200,000

150,000

100,000

50,000

0
1 2 3 4

Income level Percentage

Living area
A person living in a jurisdiction: eating, sleeping, and working in that jurisdiction is referred
to as a living area. A person can "dresearcher ll" in a location physically or mentally from
time to time. Residence denotes that a person is physically present in a jurisdiction, eating,
sleeping, and working there. A person may "reside" in a location even if he or she is not
physically present there on a regular basis. The term "residence" excludes tourists and casual
visitors to a location21, though the legality or compulsory nature of a person's presence in a
location should not affect where he or she is legally resident. (Hovius,2010).
Table 4.7: Distribution of the reaction according to their residential status (private
schools)

Residential Status Frequency Percentage

Urban 17 30.3
Rural 27 48.2
Pere-urban 12 21.4
Total 56 100.0

This table shows that about one third 30.3 percentage of the respondents researcher re
belonged from urban areas. Less than one half 48.2 percentage of the respondents researcher
re from rural areas, while more than one fourth 21.4 percentage of the respondents researcher
re belong from Pere-urban areas.

51
Table 4.8: Distribution of the reaction according to their Residential Status (public
schools)

Residential Status Frequency Percentage

Urban 26 37.1
Rural 29 41.4
Pere-urban 15 21.4
Total 70 100.0

This table shows that more one third 37.1 percentage of the respondents researcher re
belonged from urban areas. Less than one half 41.8 percentage of the respondents researcher
re from rural areas, while more than one fourth 21.4 percentage of the respondents researcher
re belong from Pere-urban areas.
Livingstone (2011) found that the students of urban and rural areas have the appetency of
grasping education so that they can help their forthcoming serviceable career. Better
situations of game based teaching increase the wages of education which directly affect
education and immune system of students. Education has become expensive with the
increasing of dearth in society. Many circumstances are responsible of the high expenses of
educational commodities in the availability of game based teaching for getting very high
rank.

Table 4.9: Distribution of the respondents according to the impacts of educational

games on student’s academic performance (private schools)
Researcher Rank
Statement Mean St. deviation
ighted score order
Card games develop cognitive
4.68 0.47 281 1
ability for better understanding
Board games increase the self 4.57 2.79 274 2

52
confidence among the students
 Skill and action games able
the students to solve the 4.02 1.32 281 3
problems by themselves
Pencil and paper games create
the awareness about different 3.60 1.50 256 4
concepts in the students
Role playing games increase
5
creativity skill 3.30 1.74 198
Tile based games able them to
6
understand different languages 3.18 1.71 191
Dice games increase the habit
7
of concentration 3.00 1.52 180
Strategy games develop
8
adjustment skill 2.97 1.55 178
Physical games able the
students to resolve different 9
conflicts 2.95 1.64 177
Art based games create social
culture competence in the 10
students 2.82 1.49 169
Sign scramble game develops
11
the self- perception ability 2.78 1.43 167
Quick fiction game increases
competitive skill among the 12
students 2.78 1.51 167
Play word games increase the
13
habit of following rules 2.75 1.63 165
Bingo makes the students
14
punctual 2.70 1.59 162
Alphabet hunt game increases
15
the habit of learning 2.42 1.31 145
Bomb game promotes sense of
brotherhood among the 16
students 2.40 1.14 144
Ball game increases the habit 2.35 1.35 141 17

53
 of adoption failure in positive
way
Hide and seek develops the
18
tolerance in the students 2.30 1.09 138
Simulation games motivate the
19
students towards education 2.00 0.92 120

This table shows the results of the regarding the question to the impacts of educational games
on students’ academic performance. Card games develop cognitive ability for better
understanding rank orderly on 1st point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 4.68. Board games
increase the self confidence among the students rank orderly on 2 nd point and it displays that
the reactions fall among agree to strongly agree , then it tends towards strongly agree with
mean values of 4.57. Skill and action games able the students to solve the problems by
themselves rank orderly on 3rd point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 4.02. Pencil and
paper games create the awareness about different concepts in the students rank orderly on 4th
point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 3.60. Role playing games increase creativity
skill rank orderly on 5th point and it displays that the reactions fall among agree to strongly
agree , then it tends towards strongly agree with mean values of 3.30. Tile based games able
them to understand different languages rank orderly on 6 th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 3.18. Dice games increase the habit of concentration rank orderly on 7 th point and
it displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 3.00. Strategy games develop adjustment skill rank
orderly on 8th point and it displays that the reactions fall among agree to strongly agree , then
it tends towards strongly agree with mean values of 2.97. Physical games able the students to
resolve different conflicts rank orderly on 9 th point and it displays that the reactions fall
among agree to strongly agree , then it tends towards strongly agree with mean values of
2.95. Art based games create social culture competence in the students rank orderly on 10th
point and it displays that the reactions fall among agree to strongly agree , then it tends

54
towards strongly agree with mean values of 2.82. Sign scramble game develops the self-
perception ability rank orderly on 11th point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of 2.78.
Quick fiction game increases competitive skill among the students rank orderly on 12th point
and it displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 2.78. Play word games increase the habit of following
rules rank orderly on 13th point and it displays that the reactions fall among agree to strongly
agree , then it tends towards strongly agree with mean values of 2.75. Bingo makes the
students punctual rank orderly on 14th point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of 2.70.
Alphabet hunt game increases the habit of learning rank orderly on 15 th point and it displays
that the reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 2.42. Bomb game promotes sense of brotherhood among the students
rank orderly on 16th point and it displays that the reactions fall among agree to strongly agree
, then it tends towards strongly agree with mean values of 2.40. Ball game increases the
habit of adoption failure in positive way rank orderly on 17 th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 2.35. Hide and seek develops the tolerance in the students rank orderly on 18 th
point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 2.30. Simulation games motivate the students
towards education rank orderly on 19 th point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of 2.00.
Many researchers elaborate the sole impact of the use of smart board on scholarly
achievement. High accomplishing students utilize the most ICT materials that increase their
skills. As many researches are extended for the administration and the observation of the
important and remarkable position of smart board that enable learners to attain profitable data
regarding their educational aptitudes and needs which will help them in achieving higher
scholastic achievement (Hinostroza and Mellar, 2000).

55
Table 4.10: Distribution of the respondents according to the impacts of educational
games on students’ academic performance (public schools)
Researcher Rank
Statement Mean St. deviation
ighted score order
Quick fiction game increases
competitive skill among the 4.55 0.50 273 1
students
Play word games increase the
4.55 0.62 273 2
habit of following rules
Bingo makes the students
4.23 0.67 254 3
punctual
Alphabet hunt game increases
3.88 0.80 233 4
the habit of learning
Bomb game promotes sense of
brotherhood among the 3.58 0.56 215 5
students
Ball game increases the habit
of adoption failure in positive 3.42 1.20 205 6
way
Hide and seek develops the
3.38 0.56 203 7
tolerance in the students
Simulation games motivate the
3.37 0.92 202 8
students towards education
Card games develop cognitive
3.33 0.82 200 9
ability for better understanding
Board games increase the self
3.28 3.88 197 10
confidence among the students
 Skill and action games able
the students to solve the 3.23 1.27 194 11
problems by themselves
Pencil and paper games create
the awareness about different 2.78 1.04 167 12
concepts in the students
Role playing games increase 2.60 0.89 156 13

56
 creativity skill
Tile based games able them to
2.55 1.12 151 14
understand different languages
Dice games increase the habit
2.50 1.16 142 15
of concentration
Strategy games develop
16
adjustment skill 2.40 1.14 140
Physical games able the
students to resolve different 17
conflicts 2.35 1.35 139
Art based games create social
culture competence in the 18
students 2.30 1.09 138
Sign scramble game develops
19
the self- perception ability 2.00 0.92 120

This table shows the results of the regarding the question to the impacts of educational games
on students’ academic performance. Quick fiction game increases competitive skill among
the students rank orderly on 1st point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 4.55. Play word
games increase the habit of following rules rank orderly on 2 nd point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 4.55. Bingo makes the students punctual rank orderly on 3 rd point and it displays
that the reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 4.23. Alphabet hunt game increases the habit of learning rank orderly
on 4th point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 3.88. Bomb game promotes sense of
brotherhood among the students rank orderly on 5 th point and it displays that the reactions
fall among agree to strongly agree , then it tends towards strongly agree with mean values of
3.58. Ball game increases the habit of adoption failure in positive way rank orderly on 6 th
point and it displays that the reactions fall among agree to strongly agree , then it tends

57
towards strongly agree with mean values of 3.42. Hide and seek develops the tolerance in
the students rank orderly on 7th point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 3.38. Simulation
games motivate the students towards education rank orderly on 8th point and it displays that
the reactions fall among agree to strongly agree , then it tends towards strongly agree with
mean values of 3.37. Card games develop cognitive ability for better understanding rank
orderly on 9th point and it displays that the reactions fall among agree to strongly agree , then
it tends towards strongly agree with mean values of 3.33. Board games increase the self
confidence among the students rank orderly on 10 th point and it displays that the reactions
fall among agree to strongly agree , then it tends towards strongly agree with mean values of
3.28. Skill and action games able the students to solve the problems by themselves rank
orderly on 11th point and it displays that the reactions fall among agree to strongly agree,
then it tends towards strongly agree with mean values of 3.23. Pencil and paper games create
the awareness about different concepts in the students rank orderly on 12th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 2.78. Role playing games increase creativity skill rank orderly on
13th point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 2.60. Tile based games able them to understand
different languages rank orderly on 14th point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of 2.55. Dice
games increase the habit of concentration rank orderly on 15th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 2.50. Strategy games develop adjustment skill rank orderly on 16th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 2.40. Physical games able the students to resolve different
conflicts rank orderly on 17th point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 2.35. Art based
games create social culture competence in the students rank orderly on 18th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 2.30. Sign scramble game develops the self- perception ability
rank orderly on 19th point and it displays that the reactions fall among agree to strongly agree

58
, then it tends towards strongly agree with mean values of 2.00. Finch and Jacobs (2012)
narrated that game based learning and teaching are considered as the units of the foundation
for best quality of learning. The association of game based learning websites with the results
of students plays a vital role in the college life. In the educational institutions game based
teaching is adequately used such as computer labs increase the enrolment of pupils and
removes the restriction of achieving data. The motivation behind game based teaching is to
help the educational targets of the college which is very advance in instructing, learning and
research. Impact of game based teaching and learning removes the disturbance in the
learning procedure. The effectiveness of the game based learning develops the strategies and
collaborative learning projects.

Table 4.11 : Distribution of the respondents according to the relationship between

classroom environment and educational games (private schools)
Statements W.S. Mean S.D. Rank
Make the classroom 4.42 0.94 265 1
environment interesting
Increase the habit of active 4.05 1.35 243 2
participation among students in
the classrooms
Make the learning activities of 4.03 1.29 242 3
classroom better
Remove the sophisticated 3.73 1.18 224 4
learning environment
Reduce the monotonous learning 3.73 1.40 224 5
environment of classrooms
Increase the interaction of 3.67 1.32 220 6
students and teachers
Improve the collaborative 3.40 1.34 204 7
environment in the classrooms
Make the assessment process 8
3.38 1.30 202
easy
Remove the learning difficulties 3.35 1.25 200 9

59
This table shows the results regarding the question to the relationship betresearcher en
classroom environment and educational games. Make the classroom environment interesting
rank orderly on 1stpoint and it displays that the reactions fall among agree to strongly agree ,
then it tends towards strongly agree with mean values of 4.42. Increase the habit of active
participation among students in the classrooms rank orderly on 2 nd point and it displays that
the reactions fall among agree to strongly agree , then it tends towards strongly agree with
mean values of 4.05. Make the learning activities of classroom better rank orderly on 3rd
point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 4.03. Remove the sophisticated learning
environment rank orderly on 4th point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 3.73. Reduce the
monotonous learning environment of classrooms rank orderly on 5th point and it displays that
the reactions fall among agree to strongly agree , then it tends towards strongly agree with
mean values of 3.73. Increase the interaction of students and teachers rank orderly on 6 th
point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 3.67. Improve the collaborative environment in
the classrooms rank orderly on 7th point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 3.40. Make the
assessment process easy rank orderly on 8th tpoint and it displays that the reactions fall
among agree to strongly agree , then it tends towards strongly agree with mean values of
3.38. Remove the learning difficulties rank orderly on 9 th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 3.35. Kochtanek and Hein (2000) demonstrated the game based learning effects
through several characterized approaches that included computers, tabs and internet in the
classrooms and increase outcomes in higher review. Game based learning establishes basic
fundamental relationship between the student’s scholastic achievements and accomplishment
viability as it was uncovered positive relationship between smart boards utilize and the
understudies' review normal. Smart board gives learning assets and administrations to
students and employees that help educating and learning. Smart boards provide the
satisfactory data to the students for the help of educational modules finish on time.

60
Table 4.12 : Distribution of the respondents according to the relationship between
classroom environment and educational games (public schools)
Statements W.S. Mean S.D. Rank
Remove the sophisticated 1
4.40 0.62 264
learning environment
Reduce the monotonous learning 2
4.17 0.38 250
environment of classrooms
Increase the interaction of 3
3.78 0.76 227
students and teachers
Improve the collaborative 4
2.73 1.55 164
environment in the classrooms
Make the assessment process 5
2.13 1.31 128
easy
Remove the learning difficulties 1.73 1.06 104 6
Make the classroom 7
1.58 0.50 100
environment interesting
Increase the habit of active 8
participation among students in 1.55 0.53 98
the classrooms
Make the learning activities of 9
1.47 0.41 96
classroom better

This table shows the results regarding the question to the relationship betresearcher en
classroom environment and educational games. Remove the sophisticated learning
environment rank orderly on 1st point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 4.40. Reduce the
monotonous learning environment of classrooms rank orderly on 2nd point and it displays
that the reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 4.17. Increase the interaction of students and teachers rank orderly on
3rd point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 3.78. Improve the collaborative environment in
the classrooms rank orderly on 4th point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 2.73. Make the
assessment process easy rank orderly on 5th tpoint and it displays that the reactions fall

61
among agree to strongly agree , then it tends towards strongly agree with mean values of
2.13. Remove the learning difficulties rank orderly on 6 th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 1.73. Make the classroom environment interesting rank orderly on 7 th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 1.58. Increase the habit of active participation among students in
the classrooms rank orderly on 8th point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 1.55. Make the
learning activities of classroom better rank orderly on 9 th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 1.47. The game based learning has become the part and parcel for the society now
a day. In this technological era priority is given to the modern instructional and
communicative technologies. Game based learning expands the motivation of learning
something new that show their incentives of higher education. Game based learning must
concrete the measurement of students learning by self esteem. That is why smart boards
become the core of administration of students learning with regards to remarkable results.
The results of the study specially explains the numerous advantages of computer in education
establishment procedure with high standards of dependability and grades. Smart board
increases the integration in the classroom with the active participation of students (Deniz and
Tezer, 2009).

Table 4.13: Distribution of the respondents according to demerits of educational games

(private schools)

Statements W.S. Mean S.D. Rank

Reduce the attention of students
4.47 0.50 268 1
towards study
Make the students naughty 4.47 0.50 268 2
Sometimes emotionally effects
3.93 0.63 236 3
the students

62
 Wasted of time 3.93 0.63 236 4
Increase anxiety 3.70 1.28 222 5
Increase adjustment disorders 3.63 1.31 218 6
Sometimes deteriorate the
3.63 1.31 218 7
students thinking
Low efficiency 2.75 1.30 165 8
Multiple emotional reactions 2.63 1.52 158 9
Promotes negative behavior 2.55 1.31 153 10
Bring negative behavioral
2.52 1.35 151 11
changes
Require more time 2.52 1.33 151 12
Make the students violent 2.35 1.26 141 13

This tables shows the results regarding the question to demerits of educational games.
Reduce the attention of students towards study rank orderly on 1stpoint and it displays that
the reactions fall among agree to strongly agree , then it tends towards strongly agree with
mean values of 4.47. Make the students naughty rank orderly on 2 nd point and it displays that
the reactions fall among agree to strongly agree , then it tends towards strongly agree with
mean values of 4.47. Sometimes emotionally effects the students rank orderly on 3 rd point
and it displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 3.93. Wasted of time rank orderly on 4th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 3.93. Increase anxiety rank orderly on 5th point and it displays that
the reactions fall among agree to strongly agree , then it tends towards strongly agree with
mean values of 3.70. Increase adjustment disorders rank orderly on 6 th point and it displays
that the reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 3.63. Sometimes deteriorate the students thinking rank orderly on 7 th
point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 3.63. Low efficiency rank orderly on 8 th point
and it displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 2.75. Multiple emotional reactions rank orderly on 9 th
point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 2.63. Promotes negative behavior rank orderly
on 10th point and it displays that the reactions fall among agree to strongly agree , then it

63
tends towards strongly agree with mean values of 2.55. Bring negative behavioral changes
rank orderly on 11th point and it displays that the reactions fall among agree to strongly agree
, then it tends towards strongly agree with mean values of 2.52. Require more time rank
orderly on 12th point and it displays that the reactions fall among agree to strongly agree ,
then it tends towards strongly agree with mean values of 2.52. Make the students violent
rank orderly on 13th point and it displays that the reactions fall among agree to strongly agree
, then it tends towards strongly agree with mean values of 2.35.
Table 4.14: Distribution of the respondents according to demerits of educational games
(public schools)

Statements W.S. Mean S.D. Rank

Increase adjustment disorders 4.68 0.47 281 1
Sometimes deteriorate the
4.57 2.79 274 2
students thinking
Low efficiency 3.02 1.32 181 3
Multiple emotional reactions 2.60 1.50 156 4
Promotes negative behavior 2.53 1.49 152 5
Bring negative behavioral
2.33 0.88 140 6
changes
Require more time 2.15 1.10 129 7
Make the students violent 2.15 1.05 129 8
Multiple emotional reactions 2.05 1.10 123 9
Reduce the attention of students
1.92 1.09 115 10
towards study
Make the students naughty 1.92 1.11 115 11
Sometimes emotionally effects
1.83 0.74 110 12
the students
Wasted of time 1.80 0.68 108 13

This tables shows the results regarding the question to demerits of educational games.
Increase anxiety rank orderly on 1st point and it displays that the reactions fall among agree
to strongly agree , then it tends towards strongly agree with mean values of 4.68. Increase
adjustment disorders rank orderly on 2nd point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of 4.57.
Sometimes deteriorate the students thinking rank orderly on 3rd point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean

64
values of 3.02. Low efficiency rank orderly on 4th point and it displays that the reactions fall
among agree to strongly agree , then it tends towards strongly agree with mean values of
2.60. Multiple emotional reactions rank orderly on 5 th point and it displays that the reactions
fall among agree to strongly agree , then it tends towards strongly agree with mean values of
2.53. Promotes negative behavior rank orderly on 6th point and it displays that the reactions
fall among agree to strongly agree , then it tends towards strongly agree with mean values of
2.33. Bring negative behavioral changes rank orderly on 7 th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 2.15. Require more time rank orderly on 8 th point and it displays that the reactions
fall among agree to strongly agree , then it tends towards strongly agree with mean values of
2.15. Make the students violent rank orderly on 9th point and it displays that the reactions fall
among agree to strongly agree , then it tends towards strongly agree with mean values of
2.06. Reduce the attention of students towards study rank orderly on 10 th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 1.92. Make the students naughty rank orderly on 11 th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 1.92. Sometimes emotionally effects the students rank orderly on
12th point and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 1.83. Wasted of time rank orderly on 13 th point
and it displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 1.80.

Table 4.15 : Distribution of the respondents according to their suggestions (private

schools)
Suggestions
Frequency Percent

Teachers should use collaborative approaches for educational

98 98.0
games
Teacher should be responsible regarding the competency of
95 96.9
educational games
Should use polite way while conducting educational games in 93 94.9

65
 class
Teachers should be cooperative behaviour with students 97 99.0
Should be tolerates. 80 81.6
Should be made a bridge among students 78 79.5
Should boost technical learning skills 94 95.9
Avoid misuses of authority or poresearcher r 96 98.0
Should always keep in contact with their students and
75 96.5
teachers
Should be developmental and maintenance 92 93.9
Should be aware about his/her responsibilities 91 92.9
Does not back away or put off tough educational games 85 86.7
Willing to listen and entertain new ideas 89 90.8
Take the future optimistically. 90 91.8
This table shows that 98.0 percent of the respondent’s response was teachers should use
collaborative approaches for educational games. 96.9 percent of the respondent’s response
was teacher should be responsible regarding the competency of educational games. 94.9
percent of the respondent’s response was should use polite way while conducting educational
games in class. 99.0 percent of the respondent’s response was teachers should be cooperative
behavior with students. 81.6 percent of the respondent’s response was should be tolerates.
79.5 percent of the respondent’s response was should be made a bridge among students. 95.9
percent of the respondent’s response was should boost technical learning skills. 98.0 percent
of the respondent’s response was avoid misuses of authority or poresearcher r. 96.5 percent
of the respondent’s response was should always keep in contact with their students and
teachers . 93.5 percent of the respondent’s response was should be developmental and
maintenance. 92.9 percent of the respondent’s response was should be aware about his/her
responsibilities . 86.7 percent of the respondent’s response was does not back away or put
off tough educational games. 90.8 percent of the respondent’s response was willing to listen
and entertain new ideas. 91.8 percent of the respondent’s response was take the future
optimistically.
Table 4.16: Distribution of the respondents according to their suggestions (public
schools)
Suggestions
Frequency Percent

66
 Avoid misuses of authority or poresearcher r 96 98.0
Should always keep in contact with their students and
75 96.5
teachers
Should be developmental and maintenance 92 93.9
Should be aware about his/her responsibilities 91 92.9
Does not back away or put off tough educational games 85 86.7
Willing to listen and entertain new ideas 89 90.8
Take the future optimistically. 90 91.8
Teachers should use collaborative approaches for educational
98 98.0
games
Teacher should be responsible regarding the competency of
95 96.9
educational games
Should use polite way while conducting educational games in
93 94.9
class
Teachers should be cooperative behaviour with students 97 99.0
Should be tolerates. 80 81.6
Should be made a bridge among students 78 79.5
Should boost technical learning skills 94 95.9

This table shows that 98.0 percent of the respondent’s response was avoid misuses of
authority or poresearcher r. 96.5 percent of the respondent’s response was should always
keep in contact with their students and teachers . 93.5 percent of the respondent’s response
was should be developmental and maintenance. 92.9 percent of the respondent’s response
was should be aware about his/her responsibilities . 86.7 percent of the respondent’s
response was does not back away or put off tough educational games. 90.8 percent of the
respondent’s response was willing to listen and entertain new ideas. 91.8 percent of the
respondent’s response was take the future optimistically. 98.0 percent of the respondent’s
response was teachers should use collaborative approaches for educational games. 96.9
percent of the respondent’s response was teacher should be responsible regarding the
competency of educational games. 94.9 percent of the respondent’s response was should use
polite way while conducting educational games in class. 99.0 percent of the respondent’s
response was teachers should be cooperative behavior with students. 81.6 percent of the

67
respondent’s response was should be tolerates. 79.5 percent of the respondent’s response was
should be made a bridge among students. 95.9 percent of the respondent’s response was
should boost technical learning skills.
SUMMARY
Information technology is measured as one of the most basic forces for revolutionize in the
all sector in our live .Education is considered for a person self-study. It may be renowned
with the purpose of the two mechanism of game based education assessed at this time;
content and methods, correlates with both the expansion of advanced rational process;
thoughts, remembrance, imagination, verbal communication, and improvement of innovative
techniques of logical exertion, dissimilar from those common but corresponding to them;
information, exploration, collection, storage space, dealing out, graphic depiction,
understanding of illustrations, animations, presentations, transmit.
The idea of game based education can scarcely exist the topic of an inclusive and generally
established description, owing to the dissimilar form it takes at present and to the diversity of
variables concerned with, which contain a big and enduring energetic. Game based
education is usually referred to the deliberate apply of network information and interactions
skill in education and instruction
Game based education is an Internet-based learning procedure, by means of Internet
technology to plan, put into practice, chooses, control, maintain and expand education, which
will not swap conventional learning strategies, but resolve significantly recover the
competence of instruction .
Major findings
Main findings of the respondents according to the demographic characteristics (private
schools)
 About one half 48.2 of the respondents had above 25 years.
 More than one half i.e., 55.3 percentage of the respondents researcher re master.
 More than one third 35.7 percentage of the respondent’s income was more than
20,000.
 Less than one half 48.2 percentage of the respondent’s researcher re from rural areas.

Major findings of the respondents according to the demographic characteristics (public

schools)

68
  More than one half 58.7 of the respondents had above 25 years.
 Majority i.e., 90.0 percentage of the respondents researcher re master.
 100.0 percentage of the respondent’s income was more than 20,000.
 Less than one half 41.8 percentage of the respondents researcher re from rural areas.

Main findings of the respondents according to the impacts of educational games on

student’s academic performance (private schools)
 Card games develop cognitive ability for better understanding rank orderly on 1st
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 4.68.
 Board games increase the self confidence among the students rank orderly on 2 nd
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 4.57.
 Skill and action games able the students to solve the problems by themselves rank
orderly on 3rd point and it displays that the reactions fall among agree to strongly
agree , then it tends towards strongly agree with mean values of 4.02.
 Pencil and paper games create the awareness about different concepts in the students
rank orderly on 4th point and it displays that the reactions fall among agree to
strongly agree , then it tends towards strongly agree with mean values of 3.60.
 Role playing games increase creativity skill rank orderly on 5th point and it displays
that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 3.30.
 Tile based games able them to understand different languages rank orderly on 6 th
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 3.18.
 Dice games increase the habit of concentration rank orderly on 7 th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 3.00.
 Strategy games develop adjustment skill rank orderly on 8th point and it displays that
the reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 2.97.

69
  Physical games able the students to resolve different conflicts rank orderly on 9 th
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 2.95.
 Art based games create social culture competence in the students rank orderly on 10th
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 2.82.

Main findings of the respondents according to the impacts of educational games on

student’s academic performance (private schools)
 Quick fiction game increases competitive skill among the students rank orderly on 1st
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 4.55.
 Play word games increase the habit of following rules rank orderly on 2 nd point and it
displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 4.55.
 Bingo makes the students punctual rank orderly on 3 rd point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 4.23.
 Alphabet hunt game increases the habit of learning rank orderly on 4 th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 3.88.
 Bomb game promotes sense of brotherhood among the students rank orderly on 5th
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 3.58.
 Ball game increases the habit of adoption failure in positive way rank orderly on 6 th
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 3.42.
 Hide and seek develops the tolerance in the students rank orderly on 7 th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 3.38.

70
  Simulation games motivate the students towards education rank orderly on 8 th point
and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 3.37.
 Card games develop cognitive ability for better understanding rank orderly on 9 th
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 3.33.
 Board games increase the self confidence among the students rank orderly on 10 th
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 3.28.

Main findings of the respondents according the relationship betresearcher en classroom

environment and educational games (private schools)
 Make the classroom environment interesting rank orderly on 1 stpoint and it displays
that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 4.42.
 Increase the habit of active participation among students in the classrooms rank
orderly on 2nd point and it displays that the reactions fall among agree to strongly
agree , then it tends towards strongly agree with mean values of 4.05.
 Make the learning activities of classroom better rank orderly on 3 rd point and it
displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 4.03.
 Remove the sophisticated learning environment rank orderly on 4 th point and it
displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 3.73.
 Reduce the monotonous learning environment of classrooms rank orderly on 5th point
and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 3.73.

Main findings of the respondents according the relationship betresearcher en classroom

environment and educational games (public schools)

71
  Remove the sophisticated learning environment rank orderly on 1 st point and it
displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 4.40.
 Reduce the monotonous learning environment of classrooms rank orderly on 2 nd
point and it displays that the reactions fall among agree to strongly agree , then it
tends towards strongly agree with mean values of 4.17.
 Increase the interaction of students and teachers rank orderly on 3 rd point and it
displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 3.78.
 Improve the collaborative environment in the classrooms rank orderly on 4 th point
and it displays that the reactions fall among agree to strongly agree , then it tends
towards strongly agree with mean values of 2.73.
 Make the assessment process easy rank orderly on 5th tpoint and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 2.13.
Main findings of the respondents according to demerits of educational games (private
schools)
 Reduce the attention of students towards study rank orderly on 1 stpoint and it
displays that the reactions fall among agree to strongly agree , then it tends towards
strongly agree with mean values of 4.47.
 Make the students naughty rank orderly on 2 nd point and it displays that the reactions
fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 4.47.
 Sometimes emotionally effects the students rank orderly on 3 rd point and it displays
that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 3.93.
 Wasted of time rank orderly on 4th point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of
3.93.

72
  Increase anxiety rank orderly on 5th point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of
3.70.
 Increase adjustment disorders rank orderly on 6th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 3.63.
 Sometimes deteriorate the students thinking rank orderly on 7 th point and it displays
that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 3.63.
 Low efficiency rank orderly on 8th point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of
2.75.

Main findings of the respondents according to demerits of educational games (public

schools)
 Increase anxiety rank orderly on 1st point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of
4.68.
 Increase adjustment disorders rank orderly on 2nd point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 4.57.
 Sometimes deteriorate the students thinking rank orderly on 3rd point and it displays
that the reactions fall among agree to strongly agree , then it tends towards strongly
agree with mean values of 3.02.
 Low efficiency rank orderly on 4th point and it displays that the reactions fall among
agree to strongly agree , then it tends towards strongly agree with mean values of
2.60.
 Multiple emotional reactions rank orderly on 5th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 2.53.

73
  Promotes negative behavior rank orderly on 6th point and it displays that the reactions
fall among agree to strongly agree , then it tends towards strongly agree with mean
values of 2.33.
 Bring negative behavioral changes rank orderly on 7th point and it displays that the
reactions fall among agree to strongly agree , then it tends towards strongly agree
with mean values of 2.15.
 Require more time rank orderly on 8th point and it displays that the reactions fall
among agree to strongly agree , then it tends towards strongly agree with mean
values of 2.15.

Conclusion
The purpose of this study was to determine whether game-based learning using cards could
assist elementary school students in the acquisition of knowledge related to energy and
transport. The participants displayed positive attitudes toward the use of the science card
game and felt that the approach contributed to learning. The majority of students accepted
this learning method and hoped to continue using this approach in the future. The students
also expressed that learning with the educational card game could assist them to gain
scientific knowledge and that the game-based learning method increased their interest in
modes of transport and energy. The pretest and posttest results demonstrate that the card
game significantly increased the student’s scientific knowledge related to energy and means
of transport. These results correspond to the use of digital games in game-based learning in
previous studies. Moreover, the use of the card game to promote game-based learning also
enhanced learning motivation and learning effectiveness. Researcher suggest that future
studies conduct in-depth surveys on student attitudes towards learning using card games to
identify the elements that arouse interest and how knowledge is acquired from playing
games. The authors and the homeroom teachers discovered that following the interactions
elicited by the card game, the students became closer to their teacher and their peers. The
students also preferred a grouped arrangement rather than single separated arrangement in
rows. Thus, future studies could conduct further analysis on the learning process and student-
student interaction during educational card games and investigate how they influence game-
based learning. Finally, this study focused on science; researcher suggest that future

74
researchers create educational card games for other subjects such as English and
mathematics.
Recommendations
 It is suggested that game based learnings should be provided to the students because it
helps the students other skills.
 Need of basic knowledge about game based learning at primary education level.
 Regulation of game based learning for education development process at primary
education level.
 Need the basic training for usefulness of game based learning at primary level
education.
 Ready to accommodate for game based learning at primary level education.
 Perceptional assessment about game based learning that how to make space of game
based learning in education.
 Basic training need assessment for game based education through game based
learning in education.
 Give basic knowledge of students about game based learning usage in education.
 Make good internet availability for every student for using game based learning in
education.

75
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