Critical Success Factors on Educational Game Development to Enhance Learning Achievement of Computing Science Units for Grade 7th Students

Abstract

This research aimed to: (1) compare students’ learning achievement, (2) examine students’ satisfaction with an educational game, and (3) investigate the relationships among factors contributing to the success of an educational game developed for learning Computational Science among Grade 7 students. The study integrated the Technology Acceptance Model (TAM) and the Task–Technology Fit (TTF) theory to provide guidelines for designing and developing educational games that enhance learning achievement. The target group consisted of 50 Grade 7 students from Chorakhehin Sangkakit Wittaya School, Nakhon Ratchasima Province, Thailand. The research instruments included a educational game for Computational Science, a learning achievement test, and a questionnaire measuring students’ perceptions of the educational game. Data were analyzed using mean, standard deviation, paired-sample t-test, Pearson’s correlation analysis, and multiple regression analysis.

The results revealed that 1. students’ post-test learning achievement scores (Mean = 8.24) were significantly higher than their pre-test scores (Mean = 4.04). Overall satisfaction with the educational game was at the highest level (Mean = 4.69). 2. Pearson’s correlation analysis indicated that all variables were positively and significantly correlated, with correlation coefficients ranging from 0.524 to 0.786, suggesting moderate to strong relationships among the variables. 3. The multiple regression analysis demonstrated that learner characteristics, task characteristics, and perceived ease of use positively influenced perceived usefulness. In addition, learner characteristics and task characteristics positively affected perceived ease of use. Furthermore, perceived usefulness and perceived ease of use positively influenced attitude toward use, while attitude toward use positively affected behavioral intention to use. Behavioral intention to use was also found to have a positive effect on learning achievement. The findings suggest that the successful implementation of educational games depends not only on technological features but also on the balance between user experience design and the alignment of learning activities with instructional objectives.