Enhancing Cognitive Achievement Through Gami fied Mobile Learning-Support ed Problem-Based Learning in Informatics Education

Abstract

Aim. This study examines the effectiveness of integrating gamified mobile learning with Problem-Based Learning (PBL) in improving cognitive achievement in secondary Informatics education. It explores students’ learning progress across different cognitive levels. Methods. A quasi-experimental pretest–posttest design with two comparison groups was employed. The participants were 72 tenth-grade Informatics students. The experimental group learned through PBL supported by a gamified mobile learning platform, whereas the control group received conventional instruction. Learning outcomes were analyzed using descriptive and inferential statistics. Results. The experimental group achieved significantly greater learning gains than the control group, with higher normalized gain scores and significantly better posttest performance (t = 3.880, p < .001). The large effect size (d = 0.91) indicates a substantial difference between the groups. Improvements were also observed across all assessed cognitive levels (C1–C5). Conclusions. Integrating gamified mobile learning with Problem-Based Learning was associated with improved cognitive achievement in Informatics education, including gains across both lower- and higher-order cognitive levels. Research Restrictions. The study was conducted in a single secondary school and focused only on Algorithms and Programming, limiting the generalizability of the findings. Practical Application. Teachers can integrate gamified mobile learning into PBL to promote active engagement, independent learning, and improved academic performance in Informatics classrooms. Cognitive Value. This study provides empirical evidence that combining gamification, mobile learning, and PBL enhances cognitive development across multiple cognitive levels in technology-enhanced learning