The COVID-19 pandemic kick-started a new paradigm shift in the way and manner teaching and learning takes place on the global scale due to the lockdown that succeeded in shutting down school activities. As a result, most institutions turned to technology supported e-learning as against the traditional face-to-face teaching and learning in order to cover for lost time. This study therefore tested the effectiveness of game-based learning on students’ performance in educational technology. Using a simple repeated measures design, 24 students participated in this study. Using an Educational Technology Achievement Test (ETAT), which was validated and pilot-tested to obtain data, the students were given two separate pre-tests before the commencement of the treatment as well as two different post-tests after the treatment. Data were computed using a mixed design repeated-measures ANOVA. Findings revealed that game-based learning significantly improved students’ performance to a large extent (F _{(3, 69)} = 170.960; p < 0.05) with an effect size (η_p²) of 0.881. The study has some implications for Nigerian teachers and researchers in Educational Technology and Science-related fields on the need to incorporate game-based learning given that it has what it takes to improve students’ performance.

由于封锁成功地关闭了学校活动，COVID-19 大流行在全球范围内引发了教学和学习的方式和方式的新范式转变。因此，大多数机构转向技术支持的电子学习，而不是传统的面对面教学，以弥补损失的时间。因此，本研究测试了基于游戏的学习对学生在教育技术方面表现的有效性。使用简单的重复测量设计，24 名学生参与了这项研究。使用经过验证和试点测试以获得数据的教育技术成绩测试（ETAT），学生在治疗开始前进行了两次单独的预测试，并在治疗后进行了两次不同的后测试。使用混合设计重复测量方差分析计算数据。研究结果显示，基于游戏的学习在很大程度上显着提高了学生的表现（F _{(3, 69)}  = 170.960；p  < 0.05），效应大小 (η _p ² ) 为 0.881。这项研究对尼日利亚教育技术和科学相关领域的教师和研究人员有一些启示，因为他们需要将基于游戏的学习纳入其中，因为它可以提高学生的表现。