Introduction

1.1 Background of the Study

Science education is a vital component of a well-rounded

education system. It equips students with the knowledge and
skills necessary to understand the natural world, make informed
decisions, and engage in critical thinking. Central to science
education is the development of a strong conceptual understanding
of scientific principles and phenomena. Effective teaching
methods that promote this understanding are continually sought
after by educators and researchers.

One innovative approach to teaching science that has gained

popularity in recent years is the use of game-based activities.
Science game-based activities involve the integration of
educational games into the classroom environment to enhance the
learning experience. These games are designed to engage students
in interactive and immersive experiences that promote active
learning, problem-solving, and the application of scientific
concepts. They have the potential to make learning science more
enjoyable and memorable, ultimately contributing to improved
conceptual understanding.

Tu et al.’s (2014) outline four key elements for the

implementing of game-based learning: goal setting, player
engagement, environment building and progressive design. The
first step of a gameful design, goal setting, is crucial to the
success of almost any learning approach. Goal setting creates the
framework from which environment design, rules, dynamics, rewards
and all other components follow. Therefore, the main goal and the
target behavior must be clearly identified before constructing
the game.
Player engagement, the second key element, is central to the
adoption and effectiveness of game-based learning. In order to
maximize engagement, it is imperative to know your audience. This
includes designing reward systems and game dynamics that are
appropriate for your audience in terms of their age, skill sets,
major, and personality.
 Beyond your own knowledge of your students, approaches such
as the Bartle Test of Gamer Psychology (Bartle, 1996) can be used
to identify the gaming personality of the target audience in
order to design more efficient and motivating games. It is
important to provide some degree of autonomy in the design of the
game. A game in which there is only one way to win provides less
autonomy for players compared to a game where the players can
employ various strategies to win the game. Juul (2009) highlights
the importance of the opportunity for failure in game design. He
argues (2009, p. 250) that ‘failure is more than a contrast to
winning – rather failure is central to the experience of depth in
a game, to the experience of improving skills.’ Additionally,
studies have shown that having an element of uncertainty (or
randomness) in the design makes the game more fun and engaging
(Malone, 1981). It is also important to include components that
involve some levels of social interactions. A game in which the
players interact (e.g. help, compete, trade) with each other is
more engaging and creates more opportunity for synergetic
learning. Lastly, it is important to provide feedback at the end
of each task in the game. Feedback is what motivates players to
go forward in the game. Visual (e.g. an explosion), verbal (e.g.
recognition by an educator), or reward feedback (e.g. gaining
points) is vital in keeping the learners engaged. 4 M. HARTT ET
AL.

Third, the gaming environment should be fun and engaging

(Hosseini & Hartt, 2016). Tu et al. (2014) stress that social
collaboration, meaningful rewards and a variety of game mechanics
are essential in building a gameful environment. Social
collaboration fulfills the intrinsic need to interact with
others, meaningful rewards provide autonomy, and including a
variety of game mechanics helps accommodate different learning
styles. The physical space is also part of the learning
environment, and as such, should be optimized to cultivate a
comfortable, engaging and open atmosphere. Lastly, game design
should be a progressive exercise (Tu et al., 2014).

Game-based learning is a cyclical, iterative process that

includes motivation, action and feedback. Game design should be
developed and redesigned as the audience, goals, and available
resources change. Giannetto et al. (2013) highlight several key
game design components, such as tracking mechanisms (tool to
measure students’ progress), currency (unit of measurement),
level (amount of currency needed to accomplish an objective),
rules (boundaries for what students can or cannot do) and
feedback (mechanism the instructor and/or students can use to
learn about progress being made). Moreover, game components and
mechanics should be compatible with the audience preferences and
the main goals of the game.

As with any teaching strategy, it is crucial that the

instructional technique is appropriate for the type of knowledge
and the intended learning objectives. In his book The
Gamification of Learning and Instruction, Kapp (2012) illustrates
the connection between levels of learning (knowledge), possible
instructional strategies to achieve those learning objectives,
and various game types that could be used to support the learning
outcomes. For example, to gain problem-solving knowledge, Kapp
(2012) states that a learner must confront novel situations and
apply previous knowledge to solve the problem. This can be taught
using multiple examples of different types of similar problems.
Games that emphasize multiple scenarios and different settings
(such as resource allocation and quest games) are recommended.
Designing the game elements and instructional strategy to match
the level of learning and meet the intended learning objectives
will optimize its effectiveness.

Game-based learning activities can be categorized into two

overarching classes: immersive design where an entire lecture or
course is designed with a thematic view of a game, and modular
design where each game-based module can be thought of as an
independent activity. An immersive educational game design is a
holistic approach that treats the whole classroom (or an entire
lecture) with a gamified theme. In these settings, learners often
choose an avatar to represent their characters and every one of
their actions progresses them toward achieving points or climbing
up a leaderboard. Immersive games can help create a safe and
adventurous environment for learning by distancing the learners
from the typical learning anxieties.
However, immersive designs could potentially divert the
focus of the learning activities to extrinsic motivations, which
in turn may harm the initial purpose of game-based learning. In
contrast, in a modular game design, each activity is treated
independent of other activities. Activities could vary from
simple to more complex tasks; nevertheless, each activity is
self-contained and learners do not need to progress toward
certain achievements. Modular activities are, in general, easier
to implement as educators do not require to create a clear-cut
connection with other activities or the acquired points. In
addition, modular designs target intrinsic motivations by
removing the extrinsic nature of rewards/punishments and focusing
only on engaging activities. The choice of which type of game
designs to adopt in classrooms depends on the content, nature of
the subject matter, and the discretion of educators. An educator
may choose to use a hybrid strategy and deploy modular game-based
activities to offset the negative repercussions of extrinsic
motivations in an immersive approach. A hybrid approach may also
be a more plausible way of introducing new pedagogical tools to
middle education learning as it provides an easy transition with
an acceptable mixture of novelty and familiarity.

However, the effectiveness of science game-based activities

in enhancing the conceptual understanding of students in general
science is an area that warrants further investigation. While
there is a growing body of research on the topic, there is still
a need for comprehensive studies that examine the impact of these
activities on student learning outcomes. This study aims to fill
this gap by exploring the effectiveness of science game-based
activities as a means of enhancing students' conceptual
understanding in general science.

1.2 Statement of the Problem

The effectiveness of science game-based activities in

improving students' conceptual understanding in general science
remains a subject of debate and inquiry. Despite the growing
popularity of such activities in educational settings, there is a
lack of consensus regarding their impact on learning outcomes.
This study seeks to address the following research questions:

To what extent do science game-based activities influence

the conceptual understanding of students in general science?

What are the perceptions of both students and educators

regarding the use of science game-based activities in the general
science classroom?

Are there significant differences in the conceptual

understanding of students who engage in science game-based
activities compared to those who receive traditional instruction?

How do science game-based activities influence students'

engagement and motivation in learning general science concepts?

What is the impact of science game-based activities on

students' retention of scientific knowledge?

Do science game-based activities cater to diverse learning

styles and abilities in general science classrooms?

Can the insights gained from this study serve as a basis for
the development of effective instructional modules in general
science?

1.3 Purpose of the Study

The primary purpose of this study is to investigate the

effectiveness of science game-based activities in enhancing the
conceptual understanding of students in general science. By
addressing the research questions outlined above, this study aims
to contribute to the existing body of knowledge on science
education and instructional strategies.

Additionally, this research aims to provide insights that

can inform the development of science modules that incorporate
game-based activities. By understanding the potential benefits
and challenges associated with this approach, educators and
curriculum developers can make informed decisions when designing
educational materials and teaching methods.

1.4 Significance of the Study

The significance of this study lies in its potential to

inform science educators, curriculum developers, and policymakers
about the effectiveness of science game-based activities in
improving students' conceptual understanding in general science.
This research may provide evidence-based insights into the
benefits and limitations of incorporating game-based activities
into science education.

Furthermore, the study's findings may guide the development

of science modules that utilize game-based activities as a
pedagogical tool. These modules have the potential to make
science education more engaging, enjoyable, and effective for
students, ultimately contributing to the improvement of science
literacy.

1.5 Scope and Limitations of the Study

This study focuses on the effectiveness of science game-

based activities in the context of general science education at
the [Name of Institution]. The research will involve [describe
the study participants, methodology, and any limitations]. It is
important to note that the findings may not be generalized to
other educational levels or specific science disciplines.

1.6 Summary

In this chapter, an overview of the research topic and its

significance has been presented. The study seeks to investigate
the effectiveness of science game-based activities in enhancing
the conceptual understanding of students in general science. The
following chapters will delve deeper into the research questions,
methodology, and findings, ultimately contributing to our
understanding of the role of game-based activities in science
education.