Author(s):
Anajo Jose, Gincy Mathew, Athira Rajagopalan, Merlin Lal, Nandhana Ravi, Narthana Shaji, Parvathymol S.
Email(s):
merlin8111927599@gmail.com
DOI:
10.52711/2454-2652.2026.00038 
Address:
Anajo Jose, Gincy Mathew, Athira Rajagopalan, Merlin Lal, Nandhana Ravi, Narthana Shaji, Parvathymol S.
Little Lourdes College of Nursing, Kidangoor, Kottayam, India, Pin Code: 686572.
*Corresponding Author
Published In:
Volume - 14,
Issue - 3,
Year - 2026
ABSTRACT:
Background: Mental illness is one of the leading causes of disability worldwide, yet misconceptions and stigma continue to prevent individuals from seeking timely help. Among children and adolescents, lack of awareness regarding mental health often results in negative attitudes, fear, and discrimination. Innovative educational strategies such as game-based learning (GBL) may improve awareness and reduce misconceptions among school children.Objectives: 1.To assess the existing level of knowledge regarding myths and facts of mental illness among upper primary school children. 2. To evaluate the effectiveness of game-based learning on knowledge regarding myths and facts of mental illness among school children 3. To identify the association between knowledge regarding myths and facts of mental illness and selected demographic variables. Methods: A pre-experimental one-group pre-test post-test design was adopted for the study. Thirty upper primary school students aged 9–12 years were selected using non-probability convenience sampling from Infant Jesus English Medium Public School, Kottayam district, Kerala. Data were collected using a structured questionnaire consisting of demographic variables and 15 multiple-choice questions related to myths and facts of mental illness. Following the pre-test, a game-based learning intervention was administered. Post-test assessment was conducted after the intervention. Descriptive and inferential statistics including mean, standard deviation, paired t-test, and chi-square test were used for analysis. Results: The pre-test findings revealed that 70% of students had poor knowledge, 20% had average knowledge, and 10% had good knowledge regarding myths and facts of mental illness. Following the intervention, 93.4% of students demonstrated good knowledge. The calculated paired t-value (4.51) was higher than the table value (2.05), indicating a statistically significant improvement in knowledge after the intervention (p<0.05). Significant association was found between pre-test knowledge scores and selected demographic variables such as type of family and previous information regarding mental illness. Conclusion: The study concluded that game-based learning was effective in improving awareness regarding myths and facts of mental illness among upper primary school students. Interactive educational approaches can play a significant role in promoting mental health literacy and reducing stigma among children.
Cite this article:
Anajo Jose, Gincy Mathew, Athira Rajagopalan, Merlin Lal, Nandhana Ravi, Narthana Shaji, Parvathymol S.. Effectiveness of Game-Based Learning on Awareness of Myths and Facts of Mental Illness Among Upper Primary School Students in Kottayam District. International Journal of Advances in Nursing Management. 2026;14(3):181-4. doi: 10.52711/2454-2652.2026.00038
Cite(Electronic):
Anajo Jose, Gincy Mathew, Athira Rajagopalan, Merlin Lal, Nandhana Ravi, Narthana Shaji, Parvathymol S.. Effectiveness of Game-Based Learning on Awareness of Myths and Facts of Mental Illness Among Upper Primary School Students in Kottayam District. International Journal of Advances in Nursing Management. 2026;14(3):181-4. doi: 10.52711/2454-2652.2026.00038 Available on: https://ijanm.com/AbstractView.aspx?PID=2026-14-3-12
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