Impact of Game-Based Educational Interventions on Pupils’ Knowledge of WASH-Related Neglected Tropical Diseases: A Quasi-Experimental Study in Rural Kenya

Background: Games provide an immerse environment that foster active learning where pupils face consequences for their choices in a risk-free setting. They have been linked to enhancing engagement and motivation, improving learning outcomes, and fostering the development of essential skills among the participants. Despite the growing global interest in interactive pedagogy, there is a profound lack of empirical research exploring game-based intervention on WASH-related NTD prevention within the Kenyan context. Methods: A nonequivalent quasi-experimental design was adopted. The study targeted primary school pupils, who represent the most active demographic in terms of environmental interaction and are the primary focus of the National School-Based Deworming Program. The researcher adopted a power analysis to calculate sample size for the comparison groups. Data was analysed using paired t-test and independent t-test. Results: The researcher collected demographic data to characterize the study participants and to ensure comparability between the Treatment and Control groups at baseline. This similarity is crucial in a quasi-experimental design. It helps confirm that any differences observed after the intervention are attributable to the intervention rather than to pre-existing group differences. The overall knowledge on the causes of the common NTDs showed a statistically significant gain of 3.280 points (t (124) = −26.078, p < 0.001); knowledge of modes of transmission showed a robust mean increase of 2.928 points, while knowledge on prevention scored a significant increase of 3.120 points (t (124) =−21.091, p < 0.001). The results indicated a statistically significant improvement in all measured variables, as evidenced by p-values of less than 0.001. The results from the independent sample t-test showed that the Treatment group demonstrated significant greater gains as compared to the Control group. The exceedingly low p-values (p < 0.001) indicated that the differences in scores were not due to chance. The analysis of variance revealed a statistically significant difference in the overall knowledge of disease causes between the groups, F (2,497) = 213.20, p < 0.001. The overall knowledge on modes of transmission varied significantly by group, F (2,497) =109.72, p < 0.001. The overall knowledge on prevention practices recorded significant differences between the groups, F (2,497) = 9.038, p < 0.001. Conclusion: The Game-based WASH intervention was highly effective intervention for increasing health literacy regarding WASH-related NTDs.Subject AreasPublic Health