From Boredom to Excitement: Transforming Classroom Activities with Realia-Based Games

• Published in: Journal of Electrical Systems Vol. 20; no. 5s; pp. 1600 - 1606
• Main Author: Mariappan, Logenthini
• Format: Journal Article
• Language: English
• Published: Paris Engineering and Scientific Research Groups 13.04.2024
• Subjects: Academic achievement; Boredom; Classrooms; Design of experiments; Games; Learning; Qualitative analysis; Students; Teachers; Teaching; Teaching methods; Undergraduate study
• ISSN: 1112-5209
• DOI: 10.52783/jes.2493

Lack of engagement can have serious consequences for student achievement and motivation. Students who are disengaged from the learning process may struggle to retain information and may be less likely to complete assignments or participate in class discussions. This can lead to poor grades, lower academic achievement, and reduced motivation to learn. In many cases, students feel like they are passive recipients of information, rather than active participants in the learning process. Lectures, note-taking, and reading assignments can feel like a chore, rather than an exciting opportunity to leam something new. To combat this issue, many educators are turning to more engaging and interactive teaching methods. By incorporating games and other interactive activities into the classroom, teachers can create a more dynamic and engaging learning environment that promotes active participation and student collaboration, Realia-based games, are one such approach. This study employed a quasi-experimental design, comparing the performance of students in a treatment group that receives realia-game based instraction with a control group that receives conventional instruction. The study included 100 undergraduate students (50 in the treatment group and 50 in the control group) from the same program. Participants were selected based on convenience sampling. Qualitative data was collected through student surveys, which assessed student engagement, motivation, and interest in the subject matter. The findings revealed that Realia-game based instruction led to higher levels of academic achievement compared to conventional instruction. The results of this study will aid instructors in implementing realia-based games in teaching and learning process.