Effects of Game-Based Learning and Life Skills Intervention on STEM Outcomes Among Secondary Schools in Botswana (RPA Pilot / Seed Project)

The primary aim of the study is to test the effects of game-based learning and life skills intervention on STEM outcomes (i.e., efficacy and interest). The secondary aim is to assess the effects of game-based learning and life skills intervention across different characteristics (i.e., gender, socio-economic status, and culture). Do some groups (e.g., gender) benefit more from game types and life skills than others? A quasi-experimental design that exposes all subjects to the intervention in a staggered fashion at the cluster or site levels will be used. A total of 80 junior secondary school students, 40 randomly selected from each school, aged between 13 and 16, will be recruited to participate in the study. The study will be conducted in two junior secondary schools in the rural villages of the Central District of Botswana. The major reason for using the stepped wedge design is to ensure that all subjects in the study receive the intervention and to optimize the scarce resources of the project. The project implements a 10-session program (approximately 70 minutes each, delivered over five days) that combines games, worksheets, discussions, and thoughts for the day. The program is based on self-determination theory (Deci & Ryan, 2008), with components specifically included to enhance the basic psychological needs of autonomy (e.g., through peer-led activities), relatedness (e.g., through team building), and competence (e.g., through success achieved in challenges, homework, and structured activities). In addition, a total of five games, Evolution: The Beginning, Evolution Climate, Monopoly, and two 1000-word puzzle games will be used for the intervention. All the games have previously been used for STEM educational outcomes. A paired t-test will be used to compare means between the two groups.