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Background: The Coronavirus 2019 pandemic puts schools at a high risk of disease outbreaks. Social distancing competency though school health education is important for students as a prevention method for the spread of Coronavirus 2019.
Objectives: To determine effects of the game-based learning program Integrated Traditional Games about Social Distancing on the spread of Coronavirus 2019 prevention of primary school-aged students between baseline, at the end of the program, and one month after completion of the program.
Methods: A 0ne-group pre-posttest, time series quasi-experimental study was conducted in a primary school with 152 grade 6 students. The participants completed the game-based learning (GBL) program, and a social distancing questionnaire for 3 times: at baseline (O1), after finishing the GBL program (O2), and a repeated measure at 1 month after completion of the program (O3). The GBL program of intervention consisted of 3 traditional games: whisper cans, snake and ladders, and a puzzle. The social distancing questionnaire included demographic data (5-items), knowledge (15-items), attitude (8-items), and practice (12-items) about social distancing. The coefficient of reliabilities were .80, .82 and .84, respectively. One-way ANOVA with repeated measures was used for data analysis.
Results: Scores on knowledge (F=323.83, df 1.07, h2=0.683), attitude (F=145.33, df 1.07, h2=0.490), and practice (F=115.16, df 1.08, h2=0.433) about social distancing increased significantly (p< .01) from baseline. Pairwise comparisons revealed that all of the mean differences increased significantly (p < .001).
Conclusions: Schools should consider applying traditional game-based learning activities in order to improve social distancing competency in response to the Coronavirus 2019 pandemic.
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