This study examines the effectiveness of game-based learning on first-year polytechnic students' intrinsic motivation and academic performance in the Good Dispensing Practice module. Using an equivalent time series design, the research employs a within-group, repeated post-test-only methodology to analyze the influence of game-based learning over time. The assessment protocol consists of three intervention post-tests and three non-intervention post-tests, following a pattern of no treatment, treatment. Preliminary findings suggest a positive trend in students' performance, with the most significant improvements observed in the final treatment session, indicating a substantial enhancement compared to the initial quiz. Additionally, a positive correlation emerges between students' intrinsic motivation levels and their achievements in the final post-test, highlighting the potential of heightened motivation to improve academic success. Furthermore, students exposed to the intervention demonstrate significantly elevated levels of task value, underscoring a deeper appreciation for the relevance of the educational tasks. These results underscore the potential of game-based learning to enhance both intrinsic motivation and academic achievement among first-year polytechnic students in the Good Dispensing Practice module. These insights hold implications for educators aiming to leverage innovative teaching methods to foster motivation and academic excellence in similar educational contexts.

Authors:
Yin Ni Annie Ng, Nanyang Polytechnic, Singapore

About the Presenter(s)
Annie Ng Yin Ni is a Senior Lecturer and Specialist in T&L at Nanyang Polytechnic. She holds a BSc in Pharmacy and a Master’s in Education. With over 15 years of experience, she specializes in educational research and innovative teaching methods.

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