During week four and five students were introduced to three computer games. At the initial stage when students were introduce to these games they encountered difficulties manoeuvring the mouse. Nevertheless, by the second computer gaming activity done students’ competence have improved and they were able to identify the various parts of speech. Students were even trying to surpass their previous score.
Students’ Reaction towards Gaming Activities
Throughout the twelve week period, students have expressed mix reaction to the gaming activities done; despite the fact that they were actively engaged and participated in the activities done. During week two and three, most students expressed fondness for the games played and requested playing them again, while, the minority which included mostly boys wrote that they did not like the games played. When students were introduced to the game intruder 85% of the participants wrote in their journals that they found the game intruder boring; nevertheless, they were able to identify the words that did not belong and state their parts of speech. Based on the information documented in the students’ journal, all of the participants especially the boys expressed that they like the computer games and that they were extremely fun. They even asked if they could come back and play the game again. Some of the students wrote in their journals “I like when I click the mouse and the ball goes throw the net…..I like when I know the words and got them correct….I like the game because I learn to use the computer and identify nouns….”
Data indicated at the start of the research that there was a 60 percentile rate of consistence in students’ interest and participation, while, 25% demonstrated mix reactions and 15% displayed lack of interest in the gaming activities done throughout the first four weeks. At the end of week eight there was a 20 percentile gain in students interest; 80% of the participants were displaying signs of interest as they were actively engaged in the gaming activities and participated in the discussion done, whereas 5% displayed mix reactions and the other 15% which include mostly male found the gaming activities boring, hence they lack of interest in the gaming activities. At the end of the research process, there was a 30 percentile gain in students’ interest when compared to the first four weeks of the intervention period, which results in 90% of the participant demonstrated willingness to participate and interest in the subject area. At the end of the research there were still three students that were depicting mix reactions to the games played as presented in figure 1.
Figure 1. Students’ reaction and interest toward gaming activities
To what extent does the use of games improve students’ understanding of structure and mechanics concepts...