Reducing Educational Inequality in Urban Schools: The Role of Game-Based Learning in Enhancing Engagement Among Socioeconomically Disadvantaged Students

This study investigates the effects of game-based learning on students’ academic achievement and engagement in an urban educational context, with a particular focus on socioeconomic differences. Drawing on an explanatory sequential mixed-methods design, the study integrates quantitative and qualitative data to provide a comprehensive understanding of how and for whom game-based learning is effective. In the quantitative phase, a quasi-experimental pretest–posttest control group design was employed with 124 middle school students. The findings revealed that students exposed to game-based learning demonstrated significantly higher academic achievement and engagement compared to those receiving traditional instruction. Further analyses indicated that student engagement served as a significant mediator in the relationship between game-based learning and academic achievement. In addition, socioeconomic status moderated this relationship, with stronger effects observed among students from disadvantaged backgrounds. The qualitative findings supported the quantitative results by illustrating how game-based learning enhances motivation, participation, and understanding, particularly for students who typically experience disengagement in traditional classroom settings. Overall, the study contributes to the literature by demonstrating that game-based learning is not only an effective instructional strategy but also a promising approach for promoting educational equity. The findings highlight the importance of designing engaging and inclusive learning environments, especially in urban schools where disparities in learning opportunities are prevalent.