Development and Evaluation of Educational Games Using Lumi Education in General Biology 1 for STEM Students: Basis for Recommended Supplementary Teaching Materials
DOI:
https://doi.org/10.54536/ajet.v1i4.1089Keywords:
Educational Games, Perceived Effectiveness, ICT, General Biology, STEM StudentsAbstract
This study aimed to assess the perceived effectiveness of the educational games and the overall performance of the students after it was introduced to them. A descriptive-comparative method of research was utilized. Respondents of this study were twenty-six (26) Grade-12 STEM students. Researcher-made validated questionnaire based on a 5-point Likert scale was used for data collection. The findings of this study revealed that the contents used for educational games were about the cell cycle and cell membrane. Most Essential Learning Competencies were focused on describing, identifying, relating, and explaining biology contents. All of the educational games were rated strongly agree by the respondents. Students enjoyed the games and increased their motivation, interest, cooperation, and participation which transcribed better performance in class. Individual mean scores per lesson indicate that students fully understood the cell cycle concept: mitosis and meiosis. However, further interventions are needed to fully comprehend the function of the cell membrane components and transport mechanisms in the cell. Data analysis also shows a significant difference in the respondent’s responses on the perceived effectiveness of educational games and their mean scores when grouped according to gender. On the other hand, there was no significant relationship between the perceived effectiveness of educational games and the performance of students. A proposed action plan was designed to further improve the effectiveness of educational games in enhancing students learning in General Biology 1. Also, the researcher recommends that teachers may try to develop their games using Lumi Education software.
Downloads
References
Constitution of the Republic of the Philippines - Chan Robles Virtual Law Library. (n.d.). Retrieved October 10, 2022, from https://www.chanrobles.com/philsupremelaw1.htm
Alonso‐Fernández, C., Martínez‐Ortiz, I., Caballero, R., Freire, M., & Fernández‐Manjón, B. (2019b). Predicting students’ knowledge after playing a serious game based on learning analytics data: A case study. Journal of Computer Assisted Learning, 36(3), 350–358. https://doi.org/10.1111/jcal.12405
Arcagok, S. (2021). The impact of game-based teaching practices in different curricula on academic achievement. International Online Journal of Education and Teaching (IOJET), 8(2), 778-79. https://files.eric.ed.gov/fulltext/EJ1294062.pdf
Borghans, L., Golsteyn, B. H. H., Heckman, J. J., & Humphries, J. E. (2016). What grades and achievement tests measure. Proceedings of the National Academy of Sciences, 113(47), 13354–13359. https://doi.org/10.1073/pnas.1601135113
Canale, X. B. (2012). Development and Evaluation of Interactive Learning Activities in Chemistry 2 For High School Students [MA Thesis]. University of Rizal System.
Carstens, K. J., Mallon, J. M., Bataineh, M., & Al-Bataineh, A. (2021). Effects of Technology on Student Learning. TOJET. The Turkish Online Journal of Educational Technology, 20(1), 105–113. https://files.eric.ed.gov/fulltext/EJ1290791.pdf
Cheung, S. Y., & Ng, K. Y. (2021). Application of the Educational Game to Enhance Student Learning. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.623793
Creswell , J. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Upper Saddle River, NJ: Pearson Education.
Dong, C. (2018). ‘Young children nowadays are very smart in ICT’ – preschool teachers’ perceptions of ICT use. International Journal of Early Years Education, 1–14. https://doi.org/10.1080/09669760.2018.1506318
Fernández-Gutiérrez, M., Gimenez, G., & Calero, J. (2020). Is the use of ICT in education leading to higher student outcomes? Analysis from the Spanish Autonomous Communities. Computers & Education, 157, 103969. https://doi.org/10.1016/j.compedu.2020.103969
Fiandra, Y. A., Ambiyar, N., Giatman, M., Usmeldi, N., & Syah, N. (2022). The Effectiveness of ICT Utilization on Cognitive Achievement in the Vocational Education During the Covid-19 Outbreak in Indonesia. Kwangsan. Jurnal Teknologi Pendidikan, 9(2), 259. https://doi.org/10.31800/jtp.kw.v9n2.p259--272
Fokides, E. (2017). Digital educational games and mathematics. Results of a case study in primary school settings. Education and Information Technologies, 23(2), 851–867. https://doi.org/10.1007/s10639-017-9639-5
George, T. (October 10, 2022). Mixed Methods Research | Definition, Guide & Examples. Scribbr. https://www.scribbr.com/methodology/mixed-methods-research/
Ghavifekr, S., & Rosdy, W. A. W. (2015). Teaching and Learning with Technology: Effectiveness of ICT Integration in Schools. International Journal of Research in Education and Science, 1(2), 175. https://doi.org/10.21890/ijres.23596
Gouëdard, P., Pont, B., & Huang, S. H. P. (2020). Curriculum Reform: A Literaturem Review to Support Effective Implementation. Organisation for Economic Co-operation and Development. https://www.oecd.org/officialdocuments/publicdisplaydocumentpdf/?cote=EDU/WKP(2020)27&docLanguage=En
If we teach today’s students as we taught yesterday’s, we rob them of tomorrow. (February 17, 2017). All Saints Episcopal School. https://www.all-saints.org/news-detail?pk=912745
Kangas, M., Siklander, P., Randolph, J., & Ruokamo, H. (2017). Teachers’ engagement and students’ satisfaction with a playful learning environment. Teaching and Teacher Education, 63, 274–284. https://doi.org/10.1016/j.tate.2016.12.018
Llego, M. A. (2020). DepEd Learning Delivery Modalities for School Year 2020-2021. https://www.teacherph.com/depedlearning-delivery-modalities/
Lo, S. L., & Miller, A. L. (2020). Learning behaviors and school engagement: opportunities and challenges with technology in the classroom. Technology and Adolescent Health, 79–113. https://doi.org/10.1016/b978-0-12-817319-0.00004-9
Mohamad, S. N. M., Sazali, N. S. S., & Salleh, M. M. (2018). Gamification Approach in Education to Increase Learning Engagement. International Journal of Humanities, Arts and Social Sciences, 4(1). https://doi.org/10.20469/ijhss.4.10003-1
Prensky, M. (2001). Digital game-based learning. New York: McGraw-Hill.
Raja, R., & Nagasubramani, P. C. (2018a). Impact of modern technology in education. Journal of Applied and Advanced Research, S33–S35. https://doi.org/10.21839/jaar.2018.v3is1.165
Ratheeswari, K. (2018). Information Communication Technology in Education. Journal of Applied and Advanced Research, S45–S47. https://doi.org/10.21839/jaar.2018.v3is1.169
Satrio, Y. D., Wardoyo, C., Sahid, S., Fauzan, S., & Ma’ruf, D. (2021). The Effectiveness of Educational Games on Post-Pandemic Learning. KnE Social Sciences. https://doi.org/10.18502/kss.v5i8.9388
Schindler, L. A., Burkholder, G. J., Morad, O. A., & Marsh, C. (2017a). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0063-0
Selvi, M., & Öztürk Çoşan, A. (2018). The Effect of Using Educational Games in Teaching Kingdoms of Living Things. Universal Journal of Educational Research, 6(9), 2019–2028. https://doi.org/10.13189/ujer.2018.060921
Shrivastava, S., & Shrivastava, P. (2022). Promoting active learning and student engagement in undergraduate medical education. Journal of Medical Society, 36(2), 39. https://doi.org/10.4103/jms.jms_140_21
Sumandal, A. H. (2022). The Use of Computer-Based Interactive Games in Teaching Science Concepts for Struggling Learners: Basis for a Compilation of Recommended Games in Teaching. International Journal of Multidisciplinary: Applied Business and Education Research, 3(2), 155–161. https://doi.org/10.11594/ijmaber.03.02.03
Wang, L. H., Chen, B., Hwang, G. J., Guan, J. Q., & Wang, Y. Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: a meta-analysis. International Journal of STEM Education, 9(1). https://doi.org/10.1186/s40594-022-00344-0
World Health Organization. (April, 2020). Coronavirus disease 2019 (COVID-19) Situation Report-94. https://www.who.int/docs/default-source/coronaviruse/situation-reports/20200423-sitrep-94-covid-19.pdf
Wu, T. T. (2018b). Improving the effectiveness of English vocabulary review by integrating ARCS with mobile game-based learning. Journal of Computer Assisted Learning, 34(3), 315–323. https://doi.org/10.1111/jcal.12244
Yu, Z., Gao, M., & Wang, L. (2020). The Effect of Educational Games on Learning Outcomes, Student Motivation, Engagement and Satisfaction. Journal of Educational Computing Research, 59(3), 522–546. https://doi.org/10.1177/0735633120969214
Zeng, J., Parks, S., & Shang, J. (2020). To learn scientifically, effectively, and enjoyably: A review of educational games. Human Behavior and Emerging Technologies, 2(2), 186–195. https://doi.org/10.1002/hbe2.188
Zirawaga, V.S., Olusanya, A.I., & Maduku, T. (2017). Gaming in Education: Using Games as a Support Tool to Teach History. Journal of Education and Practice, 8(15), 55–64.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Allan H. Sumandal
This work is licensed under a Creative Commons Attribution 4.0 International License.
