EFFECTS OF DIGITAL GAME USE ON NUTRITION LEARNING AND COMPUTATIONAL THINKING OF PRIMARY SCHOOL STUDENTS
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Abstract
This study aimed to compare learning outcomes before and after using digital games. A quasi-experimental research design was used. The sample consisted of 240 students in Grades 1 - 3. Group 1 included students from Laor-Utis Demonstration School. Group 2 included students from schools under the Office of the Basic Education Commission. Most participants were female (50.8%) and aged 9 years (53.4%). The research instruments consisted of a digital game designed to enhance nutrition learning and computational thinking, and a multiple-choice test measuring nutrition learning and computational thinking, with a total score of 20 points. Data were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. A paired-samples t-test was employed to compare pre-test and post-test scores. Group 1 had a mean post-test score of 17.15 (S.D. = 2.51). Group 2 had a mean post-test score of 16.92 (S.D. = 2.63). The overall mean post-test score was 17.04 (S.D. = 2.57). The comparison of pre-test and post-test scores in nutrition learning and computational thinking among primary school students after using digital games revealed that both groups achieved significantly higher post-test scores than pre-test scores at the .001 level. Group 1 yielded t = 16.842, while Group 2 yielded t = 17.254. When considering each domain separately, for nutrition knowledge, Group 1 and Group 2 yielded t-values of 13.842 and 14.117, respectively. For computational thinking, the t-values were 12.964 for Group 1 and 13.506 for Group 2.
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