Examining the impact of gamified card game teaching on student engagement and learning achievement: A quasi-experimental study

This study aims to identify the effects of Gamified Card Game Teaching (GCGT) on student engagement and learning outcomes in history education in higher education. This study used an experimental approach with a single-group pretest–posttest design. The study sample consisted of 110 second-year students at the Hebei Institute of Fine Arts, China. The study sample was given a pretest before the treatment and a posttest after the treatment to measure and compare the level of student engagement in the learning process and their achievement in history subjects. The intervention was implemented for 10 weeks through role-playing, task challenges, point accumulation, and collaborative competitions, all of which were implemented with the help of GCGT. Test data were analysed using descriptive statistics, paired-sample t-tests, correlation analysis, and multiple regression. This study found that the use of GCGT had a positive and significant effect on student engagement and learning performance. Correlation and regression analyses supported these findings, where it was found that learning motivation, self-regulation, learning strategies, teacher support, learning design, and the academic environment all emerged as significant predictors of student achievement, explaining 56.1% of the variance in learning outcomes. This study concluded that the use of GCGT can improve student engagement and learning outcomes in history teaching.