LogicGate: A Student-Centred Digital Game-Based Learning Experience

Abstract

Although there are many digital educational games, few are designed to fully support and deliver a comprehensive student-centred learning experience. This study develops and evaluates a digital game-based learning experience, designed using the Student-Centred Experience Framework, focusing on how effectively it delivers core student-centred learning principles, enhances student experience, and supports academic performance. A counterbalanced, within-subjects, mixed methods design was used. Thirty-two undergraduate computer science students participated in groups within a simulated classroom environment. Students completed LogicGate, a multiplayer experience designed to teach Boolean logic concepts, and an equivalent paper-based task presenting the same logic circuits. Quantitative outcome measures included the Course Experience Survey, eGameFlow survey, and a custom knowledge test. Qualitative measures included thematic analysis of focus groups and content analysis of open-ended survey questions and voice/text communications during gameplay. Survey results indicated statistically significant differences favouring the LogicGate learning experience over the traditional task for Feedback and Autonomy in eGameFlow, indicating enhanced delivery of student-centred learning tenets linked to these constructs. No significant differences between learning experiences were identified for other constructs after adjustment for multiple comparisons, suggesting non-inferiority of the LogicGate experience to traditional tasks in these other areas of student-centred learning. Qualitative data indicated student experience was positive, particularly the peer learning aspects which are considered a core aspect of student-centred learning, but improvements could be made to onboarding, difficulty, and preparing students for team-based activities. There were no significant differences in student knowledge gain between learning experiences. Developing an experience that includes all aspects of student-centred learning is practical, as effective as traditional tasks, and students particularly enjoy and value peer collaboration in such an experience. However, maintaining an appropriate level of difficulty for disparate groups is a challenge. Addressing student feedback in subsequent versions could support wider deployment.