Document Type : Original Article
Authors
1
Department of Educational Studies and Curriculum Planning, Science and Research Branch, Islamic Azad University, Tehran, Iran
2
Department of Educational Technology, Kharazmi University, Tehran, Iran
3
Department of Educational Studies and Curriculum Development, SR.C., Islamic Azad University, City, Iran
4
Department of Educational Sciences, Farhangian University, Tehran, Iran
10.30476/ijvlms.2026.110371.1372
Abstract
Background: Video sensing is a feature in Scratch 3.0 that enables the webcam to function as a sensor for detecting motion and color. This study examined whether incorporating video sensing into Scratch-based educational games could improve perceived juiciness and interaction among elementary school students.
Methods: A randomized pretest–posttest controlled design was conducted with 54 second-grade students recruited through convenience sampling in Ilam, Iran, between September 2024 and January 2025. Participants were randomly assigned to either a video-sensing intervention group or a control group, with 27 students in each group. Both groups used the same Scratch-based educational game during six 20-minute sessions; however, only students in the intervention group interacted with the game through video sensing. Mathematics achievement was assessed using a researcher-developed 20-item test, while perceived juiciness was measured using a researcher-developed questionnaire. Data were analyzed using IBM SPSS Statistics, Version 22, with analysis of covariance (ANCOVA), paired- and independent-samples t-tests, and Pearson’s correlation coefficient.
Results: Mathematics achievement in the video-sensing group increased markedly from pretest (M = 11.37, SD = 3.07) to posttest (M = 16.67, SD = 1.36), t(26) = 10.77, p < 0.001. The control group also demonstrated a statistically significant, although smaller, improvement from pretest (M = 11.89, SD = 3.72) to posttest (M = 13.56, SD = 2.52), t(26) = 3.24, p = 0.003. After controlling for baseline mathematics achievement, posttest scores were significantly higher in the video-sensing group than in the control group, F(1, 51) = 60.21, p < 0.001, ηp² = .541. In addition, the video-sensing group reported significantly higher overall perceived-juiciness scores than the control group (M = 3.49, SD = 0.37 vs. M = 2.80, SD = 0.45), t(52) = 6.15, p < 0.001, Cohen’s d = 1.67. However, within the video-sensing group, perceived juiciness was not significantly correlated with gains in mathematics achievement, r = −0.17, p = 0.404.
Conclusion: The incorporation of video sensing into Scratch-based educational games improved both mathematics achievement and perceived juiciness. Nevertheless, perceived juiciness was not related to learning gains, indicating that the quality of the gameplay experience and academic improvement may constitute separate outcomes.
Highlights
Mohsen Rahim Beygi (Google Scholar)
Yousef Mahdavinasab (Google Scholar)
Keywords
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