How a Serious Digital Game Affected Students’ Animal Science and Mathematical Competence in Agricultural Education

Abstract

The purpose of this study was to compare the effectiveness of the lecture and discussion teaching methods and digital game-based learning on student achievement in agriculture and mathematics regarding a unit on swine diseases in animal science courses offered through secondary agricultural education programs in Oklahoma. Three research questions guided the study, which utilized a quasi-experimental, between-groups design. No statistically significant differences (p >.05) were found between the counterfactual group and the treatment group regarding animal science competency and mathematics achievement. As such, the researcher failed to reject the null hypotheses aligned with the study’s research questions. However, this study demonstrated that teachers using a serious digital game in the context of animal science did not diminish their students’ achievement. As a result, it can be recommended that teachers should consider incorporating this teaching method into their existing pedagogical practices without fear of decreasing student learning and achievement. Another implication for practice is the importance of providing prolonged and sustained professional development opportunities for in-service teachers to learn how to use a digital game-based delivery method effectively to increase student achievement in agriculture and mathematics.