Abstract:

Play is a natural form of learning that contributes to a child's development. Previous research on the effectiveness of game-based learning has found that using games in teaching leads to greater activation of students in the learning process and contributes to creating a positive classroom environment. Game-based learning increase students' attention and thus more effectively contribute to the achievement of educational learning outcomes and the development of student`s competencies. As a teaching strategy with elements of cooperation, game-based learning is essential at all levels of education, especially in primary grades. In primary classes, games can be used to learn new teaching content, practice specific social skills, socialize students, or improve the classroom environment. By applying methodically designed games, students often achieve better results in the learning process. The game as a form of formative evaluation enables discovering students' abilities and giving quality feedback on their learning process. Didactic games can be applied in all segments of primary science teaching -to motivate students, learn new content, practice skills, formative and summative assessment of student achievements, or riching high levels of learning outcomes. This paper presents the results of research whose main goal was to determine the attitudes of primary school teachers (N = 349) on the possibilities of applying game-based learning in Science and Social studies classes, advantages and possible disadvantages of gamification in this school subject in the first four grades of primary school in Croatia, and the frequency of application of different forms of games during teaching. Research has found that teachers generally use game-based learning once to twice a month to motivate students and practice skills, but very rarely for formative assessment. Although they expressed positive attitudes on the game-based learning strategy, there is a weak correlation between their attitudes on using this teaching strategy in Science and Social studies teaching and the frequency of their application. They are more likely to use games that are easier to implement and those that achieve lower levels of cognitive learning outcomes such as memorization and less likely to use games that are more time-consuming or games that require higher levels of cognitive learning outcomes, analysis, evaluation, and creation. Therefore, in the future, the teachers should be sensitized for more frequent and purposeful use of game-based learning, contributing to the complete development of student competencies, especially for formative assessment, and achieving a higher level of learning outcomes.

Keywords:

Game-based learning, learning outcomes, Science and Social studies classes, teachers` attitudes.