ABSTRACT

The aim of this study was to explore the influence of applying a game-based learning approach to nutrition education. The quasi-experimental nonequivalent-control group design was adopted in a four-week learning activity. The participants included sixty-six third graders in two classes of an elementary school. One of the classes was assigned to be the experimental group and the other was the control group. The experimental group learned with computer games, while the control group learned with the traditional teaching approach. The result showed that the learning achievement of the students in the experimental group was significantly better than that of the students in the control group. Similar results were obtained in terms of the learning interest of the students. Moreover, most of the students revealed quite positive attitudes toward the use of the game-based learning approach in nutrition education. An in-depth analysis showed that there was no significant difference between genders in terms of nutrition knowledge and learning attitudes.