Аннотация
This research paper investigates the effectiveness of Game-Based Learning (GBL) in enhancing the memorization of computer science terminology and motivation among primary school students. Conducted with a sample of 80 students divided into an Experimental Group (EG) and a Control Group (CG), the study employed a quantitative methodology, including tests, questionnaires, and statistical analyses to evaluate the impact of a custom-developed game, “Rusty Rusty,” on learning outcomes. The findings revealed that students in the EG, who learned through GBL, demonstrated significantly higher memorization skills and motivation levels compared to their CG counterparts, who were taught using traditional methods. The study also explored the theoretical underpinnings of GBL, its practical implications for educators, and acknowledged the limitations of its research approach. With a significant difference in final exam scores and motivation rates, the results affirm the potential of GBL as a more engaging and effective alternative to conventional teaching in primary education. This study delves into the integration of gaming practices as a pivotal educational technology approach, specifically aimed at enhancing computer science terminology learning among primary school students. It underscores the potential of interactive and engaging methods to enhance learning experiences and outcomes, demonstrating how these approaches can make challenging subjects, such as computer science, accessible and appealing to young learners in the digital age.