Abstract Book of the 10th International Conference on Research in Humanities and Social Sciences
Year: 2025
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An Empirical Analysis of Conventional and Game Based Pedagogical Approaches on Learner Motivation and Engagement
Aryann Khokha
ABSTRACT:
Despite India’s pressing educational deficits, with over 25% of adolescents lacking basic literacy and numeracy, empirical studies on instructional effectiveness remain limited. This study evaluates how game-based learning (GBL) and conventional pedagogies influence motivation and engagement among Indian students. By isolating their differential impacts, the research aims to inform scalable, evidence-based strategies for improving science learning outcomes in resource-constrained classrooms. The findings are positioned to advance both academic literature and policy dialogue on pedagogical reform in non-Western, digitally evolving education systems. Employing a purposive sampling methodology across 93 government schools, the study analyzed 1,816 valid participants aged 13-18 years following systematic exclusion criteria. Data collection utilized linguistically adapted, psychometrically validated instruments including the Student Motivation Scale and Student Engagement Instrument, alongside custom-developed conventional and game-based learning preference assessments. Statistical analyses revealed robust positive correlations between game-based learning preferences and both student motivation (r = 0.67, p < 0.001) and engagement (r = 0.71, p < 0.001). Multiple regression models demonstrated that GBL preferences accounted for 45% of variance in motivation (R² = 0.45) and 50% of variance in engagement (R² = 0.50), with standardized beta coefficients of 0.67 and 0.70 respectively. Conversely, conventional learning preferences showed negligible correlations with motivational outcomes (r = -0.02, p = 0.36). Significant age-related patterns emerged, with younger adolescents (13-15 years) demonstrating substantially higher GBL preferences and motivation levels compared to older peers. These findings provide compelling empirical support for integrating game-based pedagogical strategies in under-resourced educational environments.
Keywords: gamification, engagement, learning, motivation, conventional learning, education, game-based learning