Integration of Game-Based Instruction into Teaching-Learning Processes in Tertiary Institutions: Significance to 21st Century Education

This study ascertained students’ opinions on whether integration of game-based instruction into teaching/learning processes can serve any significance towards 21st century education for self-reliant efforts in Nigerian universities. A descriptive survey method was utilized for the study. The population was made up of all Educational Technology students of the Department of Curriculum/Teaching in the Faculty of Education in the University of Calabar. A convenient sampling frame was applied to draw 76 respondents for the study. A 15-item questionnaire tagged “Learners’ Perceptions of Integrating Game-Based Instruction and Enhancement of 21st Century Education for Self-Reliant Efforts Questionnaire” (LPIGIECESREQ) was utilized to collect data. Cronbach Alpha was used to estimate the reliability of the instrument. Data analysis was achieved using frequencies and percentages. The finding revealed that students had favourable perceptions concerning integration of game-based instruction as being significant towards enhancing 21st century education for self-reliant efforts. Recommendations included that; lecturers should see the need to integrate more game-based instructional strategies into their teaching-learning processes in class.