Evaluation of 3D Game-Based Learning for Secondary School ICT Training in Kano, Kano State
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- NGN 5000
Background of the Study
Game-based learning has emerged as a dynamic educational approach that harnesses the power of interactive gaming to facilitate knowledge acquisition and skill development. In Kano, Kano State, 3D game-based learning is being evaluated as a method to enhance Information and Communication Technology (ICT) training in secondary schools. This approach transforms traditional classroom instruction by incorporating immersive digital games that simulate real-world ICT challenges, encouraging students to actively engage with the subject matter (Ibrahim, 2023). The interactive nature of 3D games allows learners to experiment with coding, network design, and problem-solving in a virtual environment, thereby reinforcing theoretical concepts with practical application. Research indicates that game-based learning not only boosts motivation and engagement but also improves retention of complex ICT concepts by providing immediate feedback and rewards (Chinwe, 2024). The use of 3D environments further adds a layer of realism that can bridge the gap between abstract technical knowledge and tangible skills. In addition, this method supports collaborative learning, as students work together to solve challenges within the game, thereby enhancing communication and teamwork skills. With the increasing demand for digital literacy, integrating 3D game-based learning into ICT curricula is a timely innovation that could significantly improve educational outcomes in secondary schools. This study will examine the effectiveness of this approach, assess student performance, and identify any technical or pedagogical barriers to its successful implementation. The background underscores the potential of game-based learning to make ICT training more engaging, practical, and aligned with the demands of a digital economy (Afolabi, 2024).
Statement of the Problem
Despite the recognized benefits of game-based learning, many secondary schools in Kano still rely on traditional ICT teaching methods that do not adequately engage students or foster practical skills. As a result, students often struggle with abstract concepts and lack the hands-on experience required for proficiency in ICT (Ibrahim, 2023). The conventional classroom setting, characterized by lectures and static exercises, may fail to stimulate interest or encourage active problem-solving. Although 3D game-based learning has shown promise in enhancing student motivation and performance, its implementation is frequently hampered by limited digital infrastructure, insufficient training for educators, and high development costs (Chinwe, 2024). Furthermore, there is a gap in empirical research regarding the long-term impact of game-based learning on ICT skill acquisition and academic achievement. This study aims to address these challenges by evaluating the effectiveness of 3D game-based learning in secondary school ICT training. It will investigate how this innovative approach can improve student engagement, enhance technical skills, and contribute to better academic outcomes. Additionally, the study will identify the key obstacles to integrating 3D game-based platforms in a resource-constrained educational environment and propose strategies to overcome them, ensuring that the learning process is both interactive and effective (Afolabi, 2024).
Objectives of the Study
• To evaluate the impact of 3D game-based learning on ICT skill development.
• To assess improvements in student engagement and academic performance.
• To identify challenges and propose strategies for effective integration.
Research Questions
• How does 3D game-based learning affect student engagement in ICT?
• What improvements in ICT skills are observed following its implementation?
• What challenges hinder its adoption in secondary schools, and how can they be addressed?
Significance of the Study
This study is significant as it explores the transformative potential of 3D game-based learning in enhancing ICT education, offering innovative approaches to engage students and improve technical proficiency (Ibrahim, 2023). The findings will assist educators and policymakers in Kano to adopt interactive digital tools that align with modern educational standards and foster a more dynamic learning environment (Chinwe, 2024).
Scope and Limitations of the Study
This study is limited to evaluating 3D game-based learning for ICT training in secondary schools in Kano, Kano State. It focuses solely on digital game-based approaches and does not extend to other teaching methods.
Definitions of Terms
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3D Game-Based Learning: An educational approach that uses three-dimensional digital games to simulate real-world scenarios for learning.
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ICT Training: Instruction in information and communication technology skills.
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Engagement: The level of active participation and interest demonstrated by students.
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