History Education in the Digital Age: “An Experimental Journey with Strategy-Based Games”
DOI:
https://doi.org/10.5281/zenodo.17488161Keywords:
Digital Game-Based Learning, History Education, Student MotivationAbstract
This study examined the effectiveness of digital game-based learning in history education using a pre-test–post-test control group quasi-experimental design conducted in the units on the Migration of Peoples and the European Huns. Forty 9th-grade students from a high school in Mersin/Yenişehir were randomly assigned to an experimental (n=20) and a control (n=20) group; a 6-week process was followed in the order of pre-test–instruction (4 weeks)–post-test. The experimental group learned through strategy-based digital game scenarios and teacher-guided task flows in the computer lab, while the control group learned through narration, text, and map work. The measurement tools consisted of a multiple-choice achievement test and rubric-based performance tasks for chronological sequencing, map use, and context building. Quantitative data were analyzed using an independent samples t-test; in the final test, the experimental group (X̄=82, SS=7) was found to be significantly superior to the control group (X̄=62, SS=9) (t=7.84; p≤.05). In the qualitative section, themes derived from semi-structured interviews were clustered as understanding/comprehension of events, increased motivation and participation, visual retention, and map-based spatial reasoning. The findings show that digital games strengthen historical knowledge, chronological sequencing, geographical relationships, and cause-and-effect reasoning, consistent with the autonomy–competence cycle and constructivist learning predicted by self-determination theory. In terms of validity and reliability, the item analysis and internal consistency of the achievement test were reported, and inter-rater agreement was achieved in the performance rubrics. The application was conducted within an ethical framework with school/parent consent. The findings show that the pedagogical integration of strategy-based games in high school history lessons strengthens learner motivation and cognitive transfer and is scalable even with low-tech alternatives. Future studies should include long-term follow-up and multi-center samples.
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