St.

Paul University Philippines

Tuguegarao City, Cagayan 3500 1

FUN WITH A PURPOSE:

DIGITAL GAME-BASED SCIENCE TEACHING IN THE NEW NORMAL

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Presented to the
Faculty of the Graduate School
St. Paul University Philippines
Tuguegarao City, Cagayan

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In Partial Fulfillment
of the Requirements for the
Graduate Seminar in General Science

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By
EROLIN T. POBLETE
July 2021
 St. Paul University Philippines
Tuguegarao City, Cagayan 3500 2

TABLE OF CONTENTS

Title Page

Title Page ..................................... i

Introduction ................................... ii

Body of the Paper.............................. iii

Conclusion ..................................... iv

References ..................................... vi
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Tuguegarao City, Cagayan 3500 3

Introduction

The world is at war with the invisible coronavirus all

throughout 2020 up to the present. The recent SARS-CoV-2

(COVID-19) plagued the world; it pushed many academic and

scholastic agencies and institutions to prevent face-to-face

classes from opting for distance learning. The Philippine

Department of Education opted for two (2) major types of

Distance Learning Modality and these are the online and the

modular modalities.

The abrupt and continuous implementation of distance

learning has prompted many criticisms thrown at the

government, especially the DepEd sector. Regardless of the

sudden shift, the teachers and learners needed to adapt in

embracing the new normal way of education. Though the

conditions of the new normal are limited, teachers are still

required to fulfill their duties and responsibilities in

providing fun, innovative, and creative learning.

One of the crucial challenges today in the new normal

education is the way how science teachers teach the learners

to learn how to learn meaningfully and creatively. In the

new normal, the teacher-learner is in the limited condition

that makes the learners unable to enjoy learning. Teaching

and learning should supplement and complement each other.

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Thus, teachers must able to find the right methods and

strategies in dealing with the situation.

A learning strategy that we can adapt in teaching

science in the new normal is digital game-based learning

that creates meaningful, livable, and fun learning.

According to Prensky (2003)& Van Eck (2006,2015), digital

game-based learning refers to a pedagogical method or

approach that integrates digital games as an educational

tool and the concept is not new but an evolution from game-

based learning, which promoted learning principles into

digital game environments.

Anent all of these, this seminar paper’s main idea is

that science teachers need to choose appropriate strategies

in science teaching to adopt and adapt in a new normal way

which is Digital Game-Based Learning by enhancing the skills

of our learners so that no learners are left behind in 21 st

century. It also explores how the potential of digital games

may be taken up in new normal to support learning engagement

among learners.

Moreover, with the help of Digital Game-Based Learning,

teaching and learning science is a never-ending adventure.

Body of the Paper

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Game Design

In order to find out the essential components for the

science educational games and to be able to develop

educational games, there is a need for a thorough analysis

of the components of each topic.

The study of Baek, Han, and Park (2016) revealed that

in developing a game-based curriculum there were many

factors to take consider that estimates the teaching-

learning difficulty. This study used elements (e.g.

teaching-learning content) to evaluate results in order to

use not only check the quality of the game and how the game

can promote learning but also extract further information

that could hinder learning. One of the factors is the

abstract concepts, game designers see to it requires

conducting experiments. Their study conducts three topics of

the science subject in elementary and middle schools: “Force

and Motion”, “State Change of Water”, and “Earth and Moon”.

The results of these educational games based on their

study can be summarized in the following: a.) game-based

curriculum is well organized and adheres well to the content

to be learned imply the potential of serious games as a

complementary tool for science education; and b.) serious

game developers should put more efforts into low-rated

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aspects, i.e. game organization, user interface, and the

graphics (Baek, Han, and Park, 2016).

Based on the study conducted by Annetta, Cheng, &

Holmes (2010), the 21st-century skills of students are being

exemplary displayed true the infusion of technology in

science education. Their study paved the way for the

creation and design of a Multiplayer Educational Gaming

Application (MEGA). MEGA is a video game that has a problem-

based storyline that served as a review on the genetics

unit, particularly built to probe student understandings of

genetic concepts through a problem-based crime scene

investigative mystery. It also served as supplementary

teaching and learning that provides students the opportunity

to review and apply the knowledge they have learned in the

lecture. This study showed the true spirit of collaboration

through a smooth discussion with their peers as well as the

teacher. It also made the lecture more meaningful and

knowledgeable at the same time. The video game helps the

learners connect the science world by the lecture they had

learned in the game.

This study used a quasi‐experimental design to

incorporate a qualitative data collection mechanism. The

participants were high school biology students of similar

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ability (70 males and 61 females). To assess the

participant, they used a research question using qualitative

measures of classroom observation and were coded by three

researchers. All classes were observed and recorded to

ensure inter‐rater reliability. The calculated reliability

was deemed an acceptable level of agreement. In line with

this, the researchers found three themes: interaction with

the teacher, discussion with peers, and engagement with the

MEGA. (Annetta, Cheng, & Holmes, 2010).

The study of Kanyapasit and Srisawasdi (2014) was to

design and develop digital game-based learning by inquiry

regarding the biology of the cell cycle based on the dual-

situated learning model (DSLM) approach. this study also

evaluates the effectiveness of digital game-based learning

on the improvement of students' conceptual understanding of

the cell cycle. Researchers used 36 grade-12 students to

examine the attributes of science concepts, particularly on

the cell cycle. They also used 10 open-ended questions

regarding five major conceptual concepts: cell cycle,

interphase, mitosis, meiosis, and cytokinesis to investigate

the students’ prior knowledge on biological concepts about

cell cycle. After checking the development of the students,

results indicated that they hold different patterns of

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alternative and misconceptions about the cell cycle, and

some had no conception of the concepts.

The researchers employed the designed learning events

as a basis to create a prototype of "The Cell Cycle Game".

This digital game was created by the researchers to

eliminate students' alternatives and misconceptions about

the cell cycle. The use of DSLM provides pedagogical

guidance for developing a digital game-based learning

environment for an effective learning process (Kanyapasit

and Srisawasdi, 2014).

Since the popularity of educational gaming has abruptly

grown into the educational world while there is still a lack

of systematic study of this emerging technology’s efficacy.

Annetta, Cheng, Holmes, & Minogue (2009) conducted a study

that focused on two areas in which the MEGAs use might

impact students understanding of genetics concepts and

engagement in science class activities. Researchers used

experimental and control groups in this study. Participants

of this study came on the four sets of general biology

classes and were taught by the same teacher. In the

experimental group, it consists of 66 students and MEGA was

introduced to them as a review to genetics unit while in the

control group 63 students reviewed the material via

independent paper and pencil practice. To assess if playing

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the MEGA impacted students understanding of the genetics

concept, researchers used each participant’s average grade

on their last three report cards in the biology course with

the use of Protocol for Classroom Observations from the

Annenberg Institute for School Reform (2004). The results

found indicated that despite being more engaged in the

instruction students who played computer-based MEGA games

did not demonstrate a greater understanding of the genetics

concepts. Their study also suggests that in complying with

digital games in learning, there is a need for an expert

teacher that is skilled in the connection between quality

teaching and being an early adopter of instructional

technology, which may have diluted the pedagogical impact of

digital games.

In the study of Lay and Osman (2018), researchers

investigate the effect of the Malaysian Kimia(Chemistry)

Digital Games (MyKimDG) module on students' achievement and

motivation in chemistry and its 21st-century skills.

Researchers used 138 secondary students to take on the role

of game designers to develop digital games while learning

chemistry. Quasi-experimental with non-equivalent control

group pretest-posttest design was employed in this study.

The treatment group and the control group were used as an

intervention. Results found out that chemistry education in

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Malaysia should put greater emphasis on the combination of

cognitive, sociocultural, and motivational aspects to ensure

that students are globally equipped. This study discussed

the needs of major perspectives as the foundation in digital

world skills.

Li and Tsai (2013) revealed that models of digital

games should indicate major theoretical foundations of

cognitivism and constructivism that are utilized to promote

scientific knowledge. The high productivity skill in this

study consists of three dimensions: (i) prioritize, plan,

and manage for results, (ii) effective use of real-world

tools, and (iii) ability to produce relevant and high-

quality products. Through theoretical foundations,

researchers understand different perspectives and create

well-designed DGBL, considering its efficiency and

effectiveness to the users learning principles and methods.

The study of Coleman and Money (2020) revealed that

design principles for DGBL should align with the seven

tenets of student-centered learning. The seven tenets of SCL

are active learning, deep learning and understanding, and

developing a student’s sense of autonomy and increased

responsibility and accountability are most integrated upon

single-player games. While most social elements like mutual

respect, teacher and learner interdependence, and developing

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reflexive attitudes to learning and teaching are less

displayed. The design principles for DGBL were classified

into three sub-categories: understanding, problem-solving,

and learner empowerment.

The study used a thematic analysis to collect previous

literature to highlight student-centered DGBL interventions

needed for better quality studies and deeper evaluation

(Coleman and Money, 2020). In summary, to arrive at a safe

and sound digital learning environment, there is a need to

integrate both educational games and students' existing

knowledge to identify the full potential of the digital

game-based learning techniques.

Motivation and Game Engagement

Based on the research conducted by Eric, Jones, S.

Katyal, et. al., (2019), the use of the online game

‘KAHOOT!’ as a supplement to traditional teacher-centered

learning helps students learn scientific material even when

it is difficult. The main aim of the study is to determine

the effectiveness of DGBL in an Advanced Placement Biology

(AP biology) classroom by using the online game ‘KAHOOT!’.

Researchers used 18 AP Biology students given 15 questions

in Translation and Transcription topic and twenty seconds to

answer each question in the ‘KAHOOT!’ game. The result of

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Tuguegarao City, Cagayan 3500 12

this study came out that incorporating educational games in

teaching and learning makes students engaged and motivated

to learn complex scientific concepts. Although the

Transcription and Translation topic is a complex and

abstract concept in biology, almost all of their respondents

were able to interact in the activity more than a

traditional lecture class with ‘KAHOOT!’ making them learn

and enjoy at the same time. ‘KAHOOT!’ as an educational

digital tool can help students learn the topic of

Transcription and Translation by actively engaging them in a

fun and exciting manner. Karakoyun and Yapici (2017),

revealed in their study that after the use of ‘KAHOOT!’ in

the application process most of the pre-service biology

teachers’ motivation levels increased. In addition, pre-

service biology teachers want to corporate this online

Kahoot in the future because it gave them positive aspects

that made the teaching and learning more fun, motivating,

and entertaining yet educating.

The conducted study of Pratiwi, Rusmono, & Suparman,

M. A. (2021) focused on students’ responses after learning

online and integrated with games-based learning. Researchers

in this study used questionnaires consist two parts:

questions regarding student interest in using game-based

learning and questions are given in the Quizziz games

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particularly in discrete mathematics study. Results from

this study came out that participants of the study who took

Discrete Mathematics courses were interested in using game-

based learning. Therefore, the use of game-based learning

has a huge impact on learning, it can be a lot exciting and

familiar, as well as giving a better understanding of the

material provided to increase the learning motivation.

According to the study of Anastasiadis, Lampropoulos,

and Siakas (2018), digital game-based learning approach and

serious games, in general, can be utilized as an educational

tool that can boost students’ wellbeing and self-esteem,

help them improve their soft skills, develop their critical

thinking, decision-making, and problem-solving skills, as

well as maintain a healthy mental and psychological

balance. In summary, if teachers could seriously adopt this

strategy and if students can foster knowledge within the

learning environment it can be a perfect educational tool

that fosters motivating, inspiring, and enjoying learning

that prepares students in the future.

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REFERENCES

Note:
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1. Only those articles cited in the body of the seminar

report are documented.
2. All sources are presented as one (sources are not
clustered per type) and are arranged in alphabetical
order.
3. Documentation follows the APA formatting style.

Annetta, L.A., Cheng, M. & Holmes, S. (2010). Assessing

Twenty-First Century Skills Through A Teacher Created
Video Game For High School Biology Students. Research
in Science & Technological Education.28:2, 101-114.
Retrieved from
https://doi.org/10.1080/02635141003748358.pdf

Annetta, L. A., Minogue, J., Holmes, S. Y., & Cheng, M. T.

(2009). Investigating the impact of video games on high
school students’ engagement and learning about
genetics. Computers & Education, 53(1), 74–85

Baek, S. Han, J. & Park, J. (2016). Teacher Assessment of

Simulation-based Serious Games for Science Education.
International Journal of Serious Games, Vol. 3, no. 3.
Retrieved from https://doi.org/10.17083/ijsg.v3i3.123

Coleman, T.E. & Money, A.G. (2020). Student-centred digital

game–based learning: a conceptual framework and survey
of the state of the art. High Educ 79, 415–457.
Retrieved from https://doi.org/10.1007/s10734-019-
00417-0

Eric. M., Jones, S.M., Katyal, P., Leung, M. Montclare, J.

K., Nicolas, M., Noland, D. & Xie, X. (2019). A
‘KAHOOT!’ Approach: The Effectiveness of Game-Based
Learning for an Advanced Placement Biology Class.
Simulation & Gaming. 50(3).
https://doi.org/10.1177/1046878119882048

Kanyapasit, P. & Srisawasdi, N. (2014). Development of

Digital Game-Based Biology Learning Cycle through DSLM
Instructional Approach. Retrieved From
https://www.Researchgate.Net/Publication/280318719

Karakoyun, F. & Yapici, U. (2017). Gamification in Biology

Teaching: A Sample of Kahoot Application. Turkish
Online Journal of Qualitative Inquiry 8(4):396-414.
https://doi.org/10.17569/tojqi.335956
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Lay, A.-N. & Osman, K. (2018). Developing 21st century

chemistry learning through designing digital games.
Journal of Education in Science, Environment and Health
(JESEH), 4(1), 81-92.
https://doi.org/10.21891/jeseh.387499

Li M. C. and Tsai C.C. (2013). “Game-based learning in

science education: A review of relevant research,”
Journal of Science Education and Technology, 22(6), pp.
877-898.

Pratiwi, Rusmono, & Suparman, M. A. (2021). Games Based

Learning On Discrete Mathematics In The New Normal.
Academy of Entrepreneurship Journal. Retrieved from
https://www.abacademies.org/articles/games-based-
learning-on-discrete-mathematics-in-the-new-normal.pdf

Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018).

Digital Game-based Learning and Serious Games in
Education. 4. 139-144. 10.31695/IJASRE.2018.33016.

Arrieta, G., Dancel, J., & Agbisit, MJ. (2020). Teaching

Science in The New Normal: Understanding The
Experiences of Junior High School Science Teachers.
JURNAL PENDIDIKAN MIPA. 146-162.
10.23960/jpmipa/v21i2.pp146-162.