GAME-BASED LEARNING AS A STRATEGY FOR IMPROVING BOYS LITERACY

Abstract Research has shown that boys’ literacy improves significantly through game-based teaching methods used by teachers and parents to facilitate learning. Gender-based researchers have carried out diverse research on the academic performances of boys, with many documents prepared for use by policymakers and schools. Educators are also trying their best to adopt or formulate strategies to improve the literacy performances of their students, particularly the boys. The article considers the positive influences of the use of game-based learning, such as repetition, feedback, motivation, and self‐efficacy, to support boys’ literacy. The paper will explore the trends in the literacy development of boys as observed by researchers and how there is a disparity in literacy ability between boys and girls. Boys and girls learn in different ways. The rapidly changing technological world is affecting everything, including education. The gradual shift from textbook-based learning is not wholeheartedly embraced despite the usefulness of game-based learning. Publishers and curriculum developers annually rolled out textbooks and methods of teaching the curriculum. The challenge of technology has gradually turned the younger generation into a visual generation. With the exception of those in developing nations who are struggling to make ends meet because of poverty, the majority of them are ICT literate from an early age and are able to comprehend and play technologically advanced games, especially video games. A strategy for teaching needs to consider the use of games as a mode of learning through the use of video games. Finding a balance through which games can be developed from the curriculum can be helpful in promoting game-based learning.