The effect of a digital game-based learning strategy on students’ self-efficacy to perform visual analytical reasoning tasks

Educational institutions are incorporating digital game-based learning (DGBL) as a supplementary teaching tool to improve the self-efficacy of students in mathematics and other subject areas. There is, however, a gap in the literature that addresses how to incorporate DGBL into the curriculum to improve students’ self-efficacy to perform data tasks. The constructivist lens was utilized and adopted a quantitative pre-post design, rooted in self-efficacy and student-centered digital game-based learning theories. This paper presents the findings of a study that included n=174 respondents that investigated the effect that DGBL had on students’ self-efficacy to perform data tasks. The research findings corroborate the hypothesis that students’ self-efficacy was improved due to the use of digital game-based learning. The results revealed that using a digital game-based learning strategy impacted significantly students’ self-efficacy profiles.