Advisers

Michael L. Bersamin, LPT

Discipline

Education

Abstract

This study evaluated Soc-Scie Labyrinth, a history board game for teaching the Tang Dynasty to first-year BSED Social Studies majors. It considered engagement, collaboration, comprehension, retention, and academic performance through game-based learning. An experimental design was reported with forty-three first-year BSED Social Studies students selected through convenience sampling. Structured surveys and a t-test were used to assess the game and the challenges encountered in studying history. Most participants were in the younger age category (90%), 54% were female, and 56% had global-history grades of 86–90. Students rated interactive, group, and student-centered learning favorably. Soc-Scie Labyrinth may support motivation, engagement, collaboration, and understanding of the Tang Dynasty. However, the study does not report enough procedural or statistical detail to establish its effect on academic performance or well-being. Complete pretest–posttest and comparison information is required.

Keywords

game-based learning, interactive learning, board game, authentic learning, group learning, history education, sharing ideas, soc-scie labyrinth, tang dynasty