Traditional games in elementary school: Relationships of student's personality traits, motivation and experience with learning outcomes

This study promotes a novel teaching approach for integration of children's traditional games in elementary school program. It gives description of six traditional games and their educational prospects, implemented in six learning sessions in five elementary schools in Macedonia, involving 102...

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Bibliographic Details
Published in:PloS one 2018-08, Vol.13 (8), p.e0202172-e0202172
Main Authors: Trajkovik, Vladimir, Malinovski, Toni, Vasileva-Stojanovska, Tatjana, Vasileva, Marina
Format: Article
Language:English
Subjects:
Academic Success
Biology and Life Sciences
Child
Children
Collaboration
Computer & video games
Computer science
Computers
Elementary schools
Female
Games, Recreational - psychology
Humans
Integration
Learning
Male
Motivation
Neural networks
Operations management
People and Places
Personality
Personality traits
Problem solving
School environment
Schools
Science education
Social aspects
Social Sciences
Students
Students - psychology
Studies
Surveys
Theory
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Summary:This study promotes a novel teaching approach for integration of children's traditional games in elementary school program. It gives description of six traditional games and their educational prospects, implemented in six learning sessions in five elementary schools in Macedonia, involving 102 students. The comparison of learning achievements between these learning sessions and standard classes revealed increased students' learning performance on comparable topics. To understand the reason for improvement, we have surveyed students after each session and tested the gathered data set via the development of a structural equation model that examines the relationships between student's personality traits, motivation and experience with learning outcomes. The findings show that students' achievements were directly influenced by students' intrinsic and extrinsic motivational factors, as well as perceived experience. Additionally, the integration of traditional games in the elementary school classroom was equally accepted among all students, since their personality traits did not directly influence their experience or learning outcomes. Still, the link between the students' personality dimensions and motivation revealed that introvert children might have slightly increased motivation and possibility to open up during game-play in such collaborative environments.
ISSN:1932-6203
1932-6203
DOI:10.1371/journal.pone.0202172