The ability to convert between binary, hexadecimal, and decimal numbering systems
is a fundamental skill commonly taught to tertiary-level computing and ICT students.
This paper presents the results of a multiple year investigation into the application
of differing approaches for the teaching and learning of these skills. Specifically,
the study compares traditional lectures, games, and group activities with student
levels of academic achievement. Student prior experience with numbering system conversion
is also analysed. The study reveals that, overall, the game-based approach resulted
in the highest average test scores; however, when students were divided into groups
with and without prior experience, the students with prior experience performed better
with a traditional lecture approach.