Open and Cultural Data Games for Learning

This study investigates the efficacy of game-based learning (GBL) in environmental education by comparing a custom card game—modeled after "Top Trumps" and utilizing open data—against conventional teacher-centric instruction and multimedia-assisted presentations. The research aims to determine if GBL improves student performance, increases engagement, and reduces academic anxiety among early elementary school students.

The methodology involved a comparative study of three groups of 20 students (6 years old). The experimental group utilized the card game, while the two control groups were taught via conventional methods and Prezi-based multimedia presentations, respectively. Researchers measured outcomes through pre- and post-test questionnaires, assessing knowledge acquisition, student interest, and self-reported stress levels. Data validity was confirmed using Cronbach’s alpha, and statistical significance was evaluated through ANOVA and Spearman’s rank correlation tests.

Key findings indicate that GBL significantly enhances academic performance, with the experimental group achieving a 27.53% increase in test scores, compared to approximately 10% in the control groups. Notably, low-performing students derived the greatest benefit from the game-based approach. The study also found that 95% of students reported high levels of interest and enjoyment, while 80% experienced reduced stress compared to traditional testing environments. A positive correlation was identified between lower stress levels and improved performance. Furthermore, the research observed no statistically significant gender-related differences in game adoption or learning outcomes, suggesting that the game was equally effective and engaging for all participants. The study concludes that integrating GBL into standard curricula fosters a more effective, inclusive, and less stressful learning environment.