Exploring how digital game-based learning with reward systems promotes the development of academic self-efficacy in Grade 4 Natural Sciences and Technology learners

Abstract

This study explored the development of academic self-efficacy using Digital Game-Based Learning (DGBL) amongst selected Grade 4 learners. The study adopted a social constructionism paradigm where understandings are cocreated through interpretation. A qualitative explorative and descriptive design was utilized and data from participants was gathered by individual face to face semi-structured interviews, participant observations, participant DGBL journal, research diary and the Adapted Academic Self-Efficacy Scale. Ten (10) Grade 4 participants were sampled using intensity sampling. The researcher selected participants who manifested sufficient intensity to illuminate “the nature of success” regarding the development of academic self-efficacy through DGBL. A study of existing literature confirms that learners are capable of managing their own learning and mastering different subjects when they have a high academic self-efficacy. The empirical results revealed that participants’ academic self-efficacy improved after using DGBL. The study also uncovered the participants’ meaning of academic self-efficacy through DGBL with reward systems.