Impact of a Digital Board Game-based Inquiry Learning Approach on Twelve Graders’ Conceptual Understanding of Nervous Systems and Their Attitude Toward Science Learning with Technology
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Abstract
Understanding the nervous system in biology can be tough since it is invisible and abstract, relying heavily on imagination. Consequently, transforming the scientific concepts of the nervous system into a digital game board is considered a valuable tool to enhance endurable understanding and foster a positive attitude towards learning through students’ imagination in science. This research investigates the impact of digital board game-based inquiry learning on 58 of twelve-grade students’ understanding and attitudes. The study divided students into two groups: experimental (32 students) and control (26 students), and then implemented the digital board game-based inquiry learning and traditional lecture-based learning approaches, respectively, to the students. Data was collected through pre- and post-tests measuring conceptual understanding and only post-test measuring attitude towards science. Statistical analysis using IBM-SPSS revealed that both experimental and control groups showed significantly higher scores in scientific understanding after learning with the intervention compared to before their learning. No significant statistical difference was found between the two groups regarding improving scientific understanding. However, the research found a statistically significant difference in post-learning attitude towards science, where the control group had a slightly higher attitude score than the experimental group. These findings suggest that using digital game-based learning to teach the nervous system to twelve-grade high school students can yield results similar to traditional lecture-based learning methods to improve scientific understanding and attitudes toward science.
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