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A Study on the Influence of Recreational Activities Intervening in Natural Science Courses on Learning Motivation and Learning Outcomes—The Case of Tabletop Games

Author

Listed:
  • Chao-Yen Lin

    (School of Physical Education, Jiaying University, Meizhou 514015, China)

  • Hsiao-Hsien Lin

    (Department of Leisure Industry Management, National Chin-Yi University of Technology, Taichung City 411030, Taiwan)

  • Kuo-Chiang Ting

    (Department and Graduate Institute of Physical, Education, University of Taipei, Taipei City 10048, Taiwan)

  • Chih-Chien Shen

    (Institute of Physical Education and Health, Yulin Normal University, 1303 Jiaoyu East Rd., Yulin 537000, China)

  • Chih-Cheng Lo

    (Department of Industrial Education and Technology, National Changhua University of Education, Changhua City 500207, Taiwan)

  • Hsiu-Chu Hung

    (Department of Industrial Education and Technology, National Changhua University of Education, Changhua City 500207, Taiwan)

  • Li-Ju Tsai

    (Department of Industrial Education and Technology, National Changhua University of Education, Changhua City 500207, Taiwan)

Abstract

This study explored the effects of the integration of tabletop games in natural science and environmental education courses on students’ learning motivation and learning effectiveness. Four tabletop games were designed and integrated in educational programs, and 100 fifth-grade students at an elementary school in Taiwan participated in the study. Participants were divided into experimental and control groups. The former received an instructional program with tabletop games; the latter was the original program. Both groups had received the instructions for the two units of the natural science course for eight weeks. Furthermore, participants’ academic performance results were collected to investigate the effects of tabletop games on their learning effectiveness. This study has shown that integration of tabletop game in the natural science course significantly improved students’ learning attention. While the academic performance of the experimental group improved, the standard deviation decreased. In addition, qualitative data indicated the high acceptability of tabletop games integration in courses. Tabletop games integration in courses might also enhance different learning motivational dimensions. The findings of the integration of tabletop games might be beneficial to educational curriculum-specific pedagogy.

Suggested Citation

  • Chao-Yen Lin & Hsiao-Hsien Lin & Kuo-Chiang Ting & Chih-Chien Shen & Chih-Cheng Lo & Hsiu-Chu Hung & Li-Ju Tsai, 2023. "A Study on the Influence of Recreational Activities Intervening in Natural Science Courses on Learning Motivation and Learning Outcomes—The Case of Tabletop Games," Sustainability, MDPI, vol. 15(3), pages 1-13, January.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:3:p:2509-:d:1052086
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    References listed on IDEAS

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    1. Locke, Edwin A., 1991. "The motivation sequence, the motivation hub, and the motivation core," Organizational Behavior and Human Decision Processes, Elsevier, vol. 50(2), pages 288-299, December.
    2. Taofeng Liu & Mariusz Lipowski, 2021. "Influence of Cooperative Learning Intervention on the Intrinsic Motivation of Physical Education Students—A Meta-Analysis within a Limited Range," IJERPH, MDPI, vol. 18(6), pages 1-11, March.
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