Digital Game-Based Learning’s (DGBL) Effect on Students’ Academic Performance

Baltezarević, Radoslav and Baltezarević, Ivana (2025) Digital Game-Based Learning’s (DGBL) Effect on Students’ Academic Performance. International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 13 (1). pp. 127-140. ISSN 2334-8496

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Abstract

Digital game-based learning (DGBL) has redefined education in recent years. Instead of replacing conventional methods of instruction, the aim is to make learning more complex and adapted to how students really engage with the modern world. This study aims to collect data that will assist educators, students, legislators, and creators of digital games in recognizing the value of the DGBL approach to education. Together, they may enhance and modify these approaches to better suit students’ requirements and enhance their academic performance. The study’s conclusions may significantly affect future applications of digital educational games in educational settings. Since they could offer a deeper comprehension that would enable students’ benefit from personalized instruction through artificial intelligence (AI), while at the same time using immersive technologies would increase students’ involvement, interest, and motivation for learning in a virtual environment. A questionnaire was emailed to 328 students at all three study levels, as well as faculty and administrative personnel from Megatrend University in Belgrade, who took part in the study. According to the findings, participants believe that a) if digital games and educational content are combined in learning, students are more likely to increase their learning efficiency in this way; b) if a digital game-based learning (DGBL) approach provides a dynamic and engaging learning environment, it is more likely to increase student motivation and participation in the learning process; c) if digital game-based learning (DGBL) includes rewards, feedback, and competition, there is greater potential to significantly improve student learning outcomes; d) if digital game-based learning (DGBL) is supported by artificial intelligence (AI), which enables personalization, the learning is more likely to dynamically adapt to each student’s performance.

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