ISSN: 2226-6348
Open access
This study examined the use of game-based learning (GBL) in supporting university students’ higher-order thinking skills (HOTS) when solving mathematics questions at UNITAR International University. The study focused on three instructional dimensions—type of educational game, game design features, and lecturer facilitation—and considered perceived usefulness (PU) and perceived ease of use (PEOU) from the Technology Acceptance Model (TAM) as important technology-acceptance constructs. A quantitative descriptive-correlational design was used. The participants comprised the full population of ten mathematics students enrolled at UNITAR International University. Data were collected through a Quizizz game-based activity followed by a structured Google Forms questionnaire using a five-point Likert scale. Descriptive statistics, Cronbach’s alpha, Spearman correlation, and regression analysis were reported. The response distributions indicated generally positive perceptions of game-based learning. Students most strongly endorsed the usefulness of immediate feedback, appropriate difficulty, engagement, and lecturer guidance. Reliability was high for Type of Game (? = .907), Game Design Features (? = .931), Lecturer Facilitation (? = .940), and Student Performance (? = .947), whereas Mathematics Performance showed weaker internal consistency (? = .630). Reported Spearman correlations were positive across the principal constructs, with the strongest association between Mathematics Performance and Student Performance (r = .70, p < .05). The original report also interpreted the regression findings as indicating an important role for PU and PEOU. Because the sample was very small and complete regression coefficients and indirect-effect estimates were not reported, the findings should be interpreted as preliminary rather than as evidence of causal or generalisable effects. The study nevertheless provides a useful context-specific account of how game design, lecturer facilitation, and technology acceptance may operate together in university mathematics learning.
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