Examining the Efficacy of Game-Based Learning in General Science

Education: Insights from IPED as Key Participants

Connie Macalinao

DepED ROVII-Policy, Planning, and Research Division

An Action Research Proposal

presented to the

Regional Research Committee (RRC)

For

Non-BERF 2024/RO-Iniatiated Research CY 2024

TABLE OF CONTENTS

Title Page:

Table of Contents

Chapter 1: INTRODUCTION

Context and Rationale

Action Research Question

Proposed Innovation, Intervention, and Strategy

 Chapter 1: INTRODUCTION

Context and Rationale

Modern education faces challenges from technology and innovation in society.

The current generation has grown up in a digital environment, making technology a

normal part of their daily lives. Romero et al. (2017) noted that the level of

technology in society influences how people perceive knowledge, the job market, and

educational priorities. Additionally, Sousa et al. (2019) mentioned that lifelong

learning is increasingly important, with continuous self-education and personal

development becoming essential for professionals.

Learning through games is one of the oldest and most effective teaching

methods used by humans. Today, Game-Based Learning refers to using video games

and game-like elements in education. Many studies clearly differentiate between

game-based learning and gamification. Gamification is the application of game

mechanics and design to engage and motivate students to tackle specific challenges

(Hussein, et al., 2019). It does not always involve electronic devices or video games;

it can present any learning or work process as a game. Nowadays, the term "games"

often refers to popular video games, which are played by over 89% of children and

teens, such as in the UK.

In science education, the implementation of a game-based learning approach

shows considerable potential, particularly in the introduction and exploration of

intricate concepts and subjects (Al-Tarawneh, 2016). Nonetheless, Zeng, et al., (2020)

observed that despite the increasing interest in game-based learning within the

educational sector in recent years, its effectiveness has not been definitively proven.

Furthermore, there remains a deficiency of scientific evidence to validate its

credibility (Hainey, et al., 2016).

 Game-based learning focuses on meeting educational goals by creating

engaging and enjoyable activities centered around the students through games

(Pesare, et al., 2016).

Learning designers can use these traits in various ways to create unique game

designs that support learning. This means that by following a specific learning

approach or process, they can also develop an educational game. The chosen method

can influence how effective and efficient the learning experience is (Pratama &

Setyaningrum 2018).

Learning is shaped by the goals of the educational games created. Giannakas

and others (2018) also highlighted the importance of backing educational activities

with strong teaching strategies and the basics of using learning methods in gaming

settings or objectives.

A study by (Hussein, et al., 2019), shows a notable rise in motivation,

engagement, and interest among students of all ages when using this Game-Based

learning approach. Additionally, (Al-Azawi, et al., 2016), point out that incorporating

video games into teaching may be essential today, as students have grown up with this

form of entertainment and are accustomed to computer graphics in movies, TV,

advertising, and other aspects of life.

Many studies show that regular video game use can harm younger students'

cognitive skills, motivation, emotions, and behavior (Giannakas, et al., 2018).

Researchers identify different types of game content for game-based learning. First,

there are "serious" games designed specifically for educational purposes, taking into

account teaching goals and training program needs. Additionally, simpler games made

by enthusiasts can also be effective, focusing on specific educational topics, like

learning about the planets in astronomy (Costa, et al., 2020).

 One major problem with game-based learning is that creating games is

complex and time-consuming, making it hard to include them in education. A study

by (Park, et al., 2019), shows that sometimes users reject the content because of its

low quality. Additionally, competing with the modern video game industry is tough

due to its advanced technology and skilled workforce (Roepke, et al., 2019).

Another problem is that teachers using game-based programs must take

special courses. According to (Costa, et al., 2020; Roepke, et al., 2019), while many

teachers see the importance and benefits of these programs, they often lack the skills

or knowledge to use them effectively in the classroom.

Gamification differs from video games because it integrates game elements

into learning, whether or not electronic devices are used. It enhances the learning

experience by allowing students to engage with educational content beyond the

classroom, boosting their motivation and providing them with more options to explore

and understand information (Tokareva, et al., 2019). Additionally, many studies on

gamification highlight the importance of teamwork in solving game-related tasks and

the role of situational leadership among participants in this training approach (Jurdi, et

al., 2018).

Game-based learning refers to establishing learning environments that involve

digital or non-digital games to enhance students’ knowledge and skill acquisition.

Previous studies indicated that game-based learning is superior to the conventional

instructional method, but few compared the differences between different game types.

This study examines the efficacy of Game-based learning in General Science

Education towards IPED students as key participants in this study.

Game-based learning has become increasingly popular in education, including in the field of general
science. For students in the Philippines, particularly those in the Alternative Learning System for
Indigenous Peoples, Muslims, and other marginalized sectors (AETAS), incorporating games into
science education can offer a more engaging and effective way of learning complex concepts. By
utilizing interactive games and simulations, students can actively participate in their learning process,
leading to better retention of information and increased understanding of scientific principles. This
approach not only makes learning fun and interactive but also caters to diverse learning styles and
helps students develop critical thinking and problem-solving skills. In the context of AETA students in
the Philippines, where traditional teaching methods may not always resonate, game-based learning
can bridge the gap and provide a more inclusive and culturally relevant educational experience.

As the availability of technology increases in classrooms and homes, educators have

the opportunity to create unique learning experiences that build upon students'

literacies developed outside of the classroom such as gaming literacies. To achieve

this, educators need to analyze previous research concerning the implementation and

effectiveness of game-based learning. The purpose of this literature review is to

explore the use of game-based learning in middle school classrooms to determine the

effect on student academic achievement

Game-based learning can provide an effective way to offer engaging and motivating

learning experiences that would increase AI{ED students to learn.

Action Research Question

2. Statement of Problem First graders face difficulties in learning

science due to the complexity of this school subject especially in
the way it is taught that lacks creating interest which is typical of
conventional teaching methods. This was confirmed in the results
of the national examination for quality assurance as the results
revealed a level of weakness in this school subject (Ministry of
Education, 2011).

2.2 Questions
1. Is there any statistically significant difference (α≤ ) 0.05 in
students’ scientific concepts acquisition attributed to the
instructional methods (traditional methods and educational
games)?
2. Is there any statistically significant difference (α≤ ) 0.05 in
students’ scientific concepts acquisition attributed to the gender?
3. Is there any statistically significant difference (α≤ ) 0.05 in
students’ scientific concepts acquisition attributed to the
interaction between instructional methods and gender?

Objectives of the Study

This study examined the recent scholarly articles concerning using a game-

based approach in the context of science education. Specifically, this study

sought to know the following:

1. What are the methods used in Game-based learning? 1.1. Research

Design 1.2. Game Genre

2. What are the theoretical foundations of game-based learning in science

education?

3. What are the educational outcomes of the literature being studied?

Furthermore, the results of this study may provide science teachers insight

into motivating students in terms of a game-based learning approach and can

gain value of usefulness when it comes to attaining specific objectives in

teaching. This study can also help science students develop an interest in

learning science concepts and increase motivation to improve scientific

knowledge. Moreover, the institution can also gain and further develop a new

approach to teaching and learning science

Proposed Innovation, Intervention, and Strategy

In light of the results arrived at, the researcher recommends:

1. Employing of educational games in the teaching of first grade

students as well as other grades.

2. Conducting workshops and training sessions for Science

teachers to enable them to design and use educational games in
Science.

3. Inclusion of models of theories of designing educational games in

teacher preparation programs offered by the department of
educational sciences to prepare students to use them in the future
career.

4. Conducting similar studies on utilizing educational games in

other school subjects and other grades.

(IPED Indigenous People mga IP AETA studetns kasi yung tinuturuan ko)
References:

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https://link.springer.com/chapter/10.1007/978-3-319-41797-4_1

Sousa, M. J., & Rocha, Á. (2019). Leadership styles and skills developed through game-based
learning. Journal of Business Research, 94, 360-366.
https://www.sciencedirect.com/science/article/pii/S0148296318300572

Hussein, M. H., Ow, S. H., Cheong, L. S., Thong, M. K., & Ebrahim, N. A. (2019). Effects of digital
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Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based
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