Enhancing logistics terminology acquisition through game-based learning: A quasi-experimental study in maritime education

Abstract

Logistics and maritime education present various challenges in effectively teaching the sector’s unique and complex terminology. To ensure students’ mastery of this terminology and to make the learning process more engaging, it is essential to develop innovative approaches that go beyond traditional methods. In this context, game-based learning emerges as a promising strategy for enhancing student engagement and motivation. This study aims to utilize game-based learning as an innovative instructional tool to make the teaching of domain-specific terminology in logistics education more effective, lasting, and engaging. For this purpose, a customized game inspired by the popular word game Taboo was developed and adapted to logistics terminology. By moving beyond conventional word-teaching techniques, this game fosters active student participation and collaboration, aiming to facilitate a more enjoyable and effective learning process for logistics terms. The study employed a quasi-experimental design as a quantitative research method and involved the development of a Logistics Terminology Game consisting of 130 term cards related to various aspects of logistics. The experiment was conducted with the participation of 48 students. Findings revealed that students who received instruction through game-based learning achieved approximately 18% higher learning outcomes compared to those who were taught using traditional methods. The results indicate that game-based learning in logistics education enhances knowledge retention, supports the association of concepts through new pathways, and increases learning motivation. Based on these findings, it is concluded that game-based approaches hold significant potential for teaching professional terminology in the fields of logistics and maritime studies. The study recommends integrating such methods into educational programs.