Effects of unity-based game development on students’ social studies learning outcomes

This study examined the effects of Unity-based game development on middle school students’ academic achievement, learning engagement, and 21st-century skills in Social Studies. A quasi-experimental pretest–posttest control group design was employed with 48 students assigned to an experimental group that participated in Unity-based game development activities and a control group that received traditional instruction. Data were collected using a researcher-developed academic achievement test, a Learning Engagement Scale, and a 21st-Century Skills Scale. Pretest equivalence was examined using independent-samples t-tests, and posttest outcomes were analyzed using analysis of covariance (ANCOVA), controlling for pretest scores. The findings showed that the experimental group achieved significantly higher posttest scores in academic achievement and learning engagement than the control group. Significant between-group differences were also found in problem solving, creativity, collaboration, and digital competence. These findings suggest that Unity-based game development may provide a production-oriented context for Social Studies learning and selected transferable skills.