Impact of Game-Based Learning on Student’s Engagement and Inclusiveness in Undergraduates Physics Classroom, in Abeokuta, Ogun State

Incorporating Game-Based Learning (GBL) into Physics education can revolutionize teachinglearningprocesses by providing interactive and participatory learning environments throughthe motivational spirit of gaming activity. This study examines the effect of GBL on students’inclusiveness and engagement in undergraduate Physics, based on Self-Determination Theory.A quasi-experimental design with a sample of 150 students divided into experimental (GBLInstruction) and control (Traditional Lecture, TL Instruction) groups was adopted. Data werecollected using Student Engagement Scale (reliability coefficient 0.82) and InclusivenessPerception Inventory (reliability coefficient 0.85); and analyzed using descriptive and Analysisof Covariace statistics at 0.05 significance level. Findings showed that students exposed toGBL recorded significantly higher mean scores in both engagement (M = 67.80, SD = 6.11)and inclusiveness (M = 74.50, SD = 5.69) compared to the TL group (Engagement: M = 58.30,SD = 7.42; Inclusiveness: M = 61.70, SD = 8.06). ANCOVA analysis indicated a significantmain effect of teaching method on posttest engagement {F(1, 147) = 47.44, p < 0.001, partialη² = 0.24} and inclusiveness {F(1, 147) = 79.26, p < 0.001, partial η² = 0.35} scores betweenthe experimental and control groups. The effect size of GBL on students’ engagement (Cohen’sd = 1.40) and inclusiveness (Cohen’s d = 1.83) was observed to be very large. These findingsindicated that GBL instruction had a substantial impact on students’ engagement andinclusiveness compared to TL instruction. It is recommended that school authorities shouldorganize training workshops for science teachers on GBL usage.