Boosting Year 4 Science Education: A Dynamic Blend of Paper-Based and Computerized Board Games
Abstract
This study examines using Paper-Based and Computerised Board Games with collaborative learning to enhance science learning involving 48 Year 4 participants from National-Type Chinese Primary Schools (24 Male and 24 Female). The study utilises a mixed-methods approach combining quantitative (pre-tests, post-tests, questionnaires) and qualitative (classroom observations, interviews) data to investigate the unique strengths of these pedagogical approaches. Paper-based Board Games with Collaborative Learning (CL) showed the most substantial impact on academic performance, motivation, and social interaction compared to Computerised Board Games with collaborative learning. The research suggests that paper-based board games might be a more effective tool for educators using CL to create engaging learning experiences in science for young students. Additionally, no significant difference between genders was observed in the learning scores. Further research with more extensive and diverse samples, longitudinal studies, and exploration in different contexts are recommended to broaden the understanding of these methods' effectiveness across various settings and learning goals.
References
Abdullah, A. H., Hamzah, M. H., Hussin, R. H. S. R., Kohar, U. H. A., Abd Rahman, S. N. S., & Junaidi, J. (2017, December). Teachers' readiness in implementing science, technology, engineering and mathematics (STEM) education from the cognitive, affective and behavioural aspects. In 2017 IEEE 6th international conference on teaching, assessment, and learning for Engineering (TALE) (pp. 6-12). IEEE.
Abdullah, N. (2021). Primary School Science Teachers' Creativity and Practice in Malaysia. International Journal of Learning, Teaching and Educational Research, 20, 346–364. https://doi.org/10.26803/ijlter.20.7.19
Aditya, D. K., Kusmayanti, I. N., Hendryanti, R., & Alam, P. F. (2021). Digital board gamedesign for an English vocabulary learning tool while learning fromhome. Dynamics of Industrial Revolution 4.0: Digital Technology Transformation and Cultural Evolution (pp. 167-171). https://doi.org/10.1201/9781003193241-31
Alejandria, L. N., Bajenting, J. M. S., Pacatan, M. A. L. D., & Tomas Jr, A. D. (2023). The Use of Educational Board Game as a Supplemental Tool in Learning Periodic Table of Elements Among Senior High School Students. American Journal of Education and Technology, 2(1), 60-67.
Aliyu, F. (2020). The TIMSS Grade 8 Student’s Science Achievement: A Comparative Studybetween Malaysia, Singapore, and Japan. Learning Science and Mathematics, 15, 149-158.
Al-Tarawneh, M. H. (2016). The effectiveness of educational games on scientific concepts acquisition in first grade students in science. Journal of Education and Practice, 7(3), 31- 37.
Al Rosjidi, A., & Mahfuroh, R. (2023). Do Learning Styles Affect Accounting Students’ Performance in Online Financial Management Courses? Journal of Accountingand Business Education, 7(2), 41-56. https://dx.doi.org/10.26675/jabe.v7i2.19304
Alt, D. (2023). Assessing the benefits of gamification in mathematics for student gamefulexperience and gaming motivation. Computers & Education, 200, 104806. https://doi.org/10.1016/j.compedu.2023.104806
Assapun, S., &Thummaphan, P. (2023). Assessing the Effectiveness of Board Game-based Learning for Enhancing Problem-Solving Competency of Lower Secondary Students. International Journal of Instruction, 16(2), 511-532. https://doi.org/10.29333/iji.2023.16228a
Barton, E. E., Pokorski, E. A., Sweeney, E. M., Velez, M., Gossett, S., Qiu, J., Flaherty, C., & Domingo, M. (2018). An empirical examination of effective practices for teachingboardgame play to young children. Journal of Positive Behavior Interventions, 20(3), 138–148. https://doi.org/10.1177/1098300717753833
Botes, W. (2022). Pre-Service Teachers' Experiences on the Development of Educational Science Board Games. European Journal of STEM Education, 7(1), 2. https://doi.org/10.20897/ejsteme/11784
Boghian, I., Cojocariu, V. M., Popescu, C. V., & Mâţӑ, L. (2019). Game-based learning. Using board games in adult education. Journal of Educational Sciences & Psychology, 9(1), 51-57
Cardinot, A., & Fairfield, J. A. (2022). Game-based learning to engage students with physics andastronomy using a board game. In Research Anthology on Development in Gamification and Game-Based Learning (pp. 785-801). IGI Global.
Chen, S. Y., Tsai, J. C., Liu, S. Y., & Chang, C. Y. (2021). The effect of a scientific boardgame on improving creative problem solving skills. Thinking Skills and Creativity, 41, 100921.
Chiang, F. K., Wang, S., & Tang, Z. (2022). Design and Evaluation of a Board Game in Foodand Nutrition Education. Education Sciences, 12(3), 162. https://doi.org/10.3390/educsci12030162
Dorji, U., Panjaburee, P., &Srisawasdi, N. (2015). Gender differences in students’ learning achievements and awareness through residence energy saving game-based inquiry playing. Journal of Computers in Education, 2, 227-243. https://doi.org/10.1007/s40692-015-0033-2
Engeström, Y. (1987). Learning By Expanding: An Activity Theoretical Approach To Developmental Research, Orienta-Konsultit, Helsinki. https://lchc.ucsd.edu/mca/Paper/Engestrom/Learning-by-Expanding.pdf
Eriksson, M., Kenward, B., Poom, L., & Stenberg, G. (2021). The behavioral effects ofcooperative and competitive board games in preschoolers. Scandinavian Journal of Psychology, 62(3), 355-364. https://doi.org/doi: 10.1111/sjop.12708
Fjællingsdal, K. S., &Klöckner, C. A. (2020). Green across the board: Board games as tools fordialogue and simplified environmental communication. Simulation & Gaming, 51(5), 632-652. https://doi.org/10.1177/1046878120925133
Gerard, L., Wiley, K., Debarger, A. H., Bichler, S., Bradford, A., & Linn, M. C. (2022). Selfdirected Science Learning During COVID-19 and Beyond. Journal of Science Education and Technology, 31, 258–271. https://doi.org/10.1007/s10956-021-09953-w
González-Gómez, D., Jeong, J. S., & Cañada-Cañada, F. (2022). Enhancing Science self-efficacy and attitudes of Pre-Service Teachers (PST) through a flipped classroom learning environment. Interactive Learning Environments, 30(5), 896-907. https://doi.org/10.1080/10494820.2019.1696843
Hou, H. T., & Keng, S. H. (2021). A dual-scaffolding framework integrating peer-scaffolding and cognitive-scaffolding for an augmented reality-based educational board game: An analysis of learners’ collective flow state and collaborative learning behavioral patterns. Journal of Educational Computing Research, 59(3), 547-573. https://doi.org/10.1080/10.1177/0735633120969409
Hult, F. M. (2019). Toward a unified theory of language development: The transdisciplinary nexus of cognitive and sociocultural perspectives on social activity. The Modern Language Journal, 103, 136–144. https://doi.org/10.1111/modl.12527
Högberg, J., Hamari, J., &Wästlund, E. (2019). Gameful Experience Questionnaire (GAMEFULQUEST): An instrument for measuring the perceived gamefulnessofsystem use. User Modeling and User-Adapted Interaction, 29(3), 619-660.
Jamel, F. M., Ali, M. N., & Ahmad, N. J. (2019). The needs analysis in game-based STEM module development for KSSM science teachers. International Journal of Recent Technology and Engineering, 8(3), 6622-6628. https://doi.org/10.35940/ijrte.C5655.098319
Jurado, B. C., & García, C. M. (2018). Students’ attitude and motivation in bilingualeducation. International Journal of Educational Psychology, 7, 317-342. https://doi.org/10.17583/ijep.2018.3558
Johnson, A., & Elliott, S. (2020). Culturally relevant pedagogy: A model to guide culturaltransformation in STEM departments. Journal of Microbiology & Biologyeducation, 21, 10–1128. https://doi.org/10.1128/jmbe.v21i1.2097
Kuo, W. C., & Hsu, T. C. (2020). Learning computational thinking without a computer: How computational participation happens in a computational thinking board game. The Asia- Pacific Education Researcher, 29, 67-83. https://doi.org/10.1007/s40299-019-00479-9
Le, H., Janssen, J., & Wubbels, T. (2018). Collaborative learning practices: Teacher and student perceived obstacles to effective student collaboration. Cambridge Journal of Education, 48(1), 103-122. https://doi.org/10.1080/0305764X.2016.1259389
Li, Q. (2015). Can driving in games translate to driving in real life? A study of game basedtraffic education. In Developments in Business Simulation and Experiential Learning:Proceedings of the Annual ABSEL conference (Vol. 42).
Lim, K. Y., Wong, Y. Y., &Hilmy, A. H. (2021, May). Communal Spaces as Ludic Resources of Learning with Augmented Reality and Board Games. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN) (pp. 1-5). IEEE.
Lin, Y. H., & Hou, H. T. (2016). The design of an ecosystem-education board game integrating role-play and peer-learning mechanism and its evaluation of learning effectiveness and flow. In Poster Presented at the Asian Conference on Society, Education & Technology (pp. 20-23).
Lin, Y. T., & Cheng, C. T. (2022). Effects of Technology-Enhanced Board Game in Primary Mathematics Education on Students’ Learning Performance. Applied Sciences, 12(22), 11356.
Liu, F.-J., & Lu, C.-M. (2021). Design and Implementation of a Collaborative Educational Gamification Authoring System. International Journal of Emerging Technologies in Learning, 16, 277–289.
Makransky, G., Borre‐Gude, S., & Mayer, R. E. (2019). Motivational and cognitive benefits of training in immersive virtual reality based on multiple assessments. Journal of Computer Assisted Learning, 35(6), 691-707. https://doi.org/10.1111/jcal.12375
Major, C. (2020). Collaborative learning: A tried and true active learning method for the college classroom. New Directions for Teaching and Learning, 2020(164), 19-28. . https://doi.org/10.1002/tl.20420
Mat, H., & Yusoff, N. A. N. (2019). The Effect of Edutainment on Higher Order Thinking Skills among Year Five Students. International Journal of Academic Research in Progressive Education and Development, 8(4), 55–65. https;//doi,org/10.6007/IJARPED/v8-i4/6435
Miculob, O., Caballo, M. L., Alivio, J. M., & Epong, S. M. (2022). ATP (Adenosine triphosphate) Quest: Board Game on Cellular Respiration for Face-to-Face and RemoteLearning. International Journal of Science Education and Teaching, 1(3), 128-159.
Murray, C., Dunstan, M., Heron, C., Holland, L., Palmer, S., Price, D., & Basham, M. (2022). Diamond: The Game–a board game for secondary school students promoting scientific careers and experiences. Research for All, 6(1), 1-18.
Ong, E. T., Govindasamy, D., Singh, C. K. S., Ibrahim, M. N., Wahab, N. A., Borhan, M. T., & Tho, S. W. (2021). The 5E inquiry learning model: Its effect on the learning of electricity among Malaysian students. Cakrawala Pendidikan, 40(1), 170-182. https://doi.org/10.21831/cp.v40i1.33415
Parks, M. B. (2023). An Original-Design Board Game to Increase Student Comprehensionof Cellular Respiration Pathways. CourseSource 10. https://doi.org/10.24918/cs.2023.6
Parekh, P., Gee, E., Tran, K., Aguilera, E., Pérez Cortés, L. E., Kessner, T., & Siyahhan, S. (2021). Board game design: an educational tool for understanding environmentalissues. International Journal of Science Education, 43(13), 2148-2168. https://doi.org/10.1080/09500693.2021.1956701
Phang, F. A., Khamis, N., Nawi, N. D., & Pusppanathan, J. (2020). TIMSS 2019 Science Grade 8: Where is Malaysia standing?. ASEAN Journal of Engineering Education, 4(2), 37-43
Pintrich, P., Smith, D., García, T., & McKeachie, W. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor, MI: University of Michigan.
Pinhatti, K., Amaro de Lima, M., Cirimbelli, C. F., Ercolin, A. C. M., Disselli, T., & Hage, M. C. F. N. S. (2019). Board game improves the learning process in small-animal diagnostic imaging. Advances in Physiology Education, 43(1), 66-68.
Sangwanna, S., Seelarat, W., & Panklai, T. (2022). Development a Board Game: The Fruit-Veggie Wonderlands Game, Nutrition Education Tools for Elementary School Students. Journal of Roi KaensarnAcademi, 7(6), 382-389. https://doi.org/ 10.3390/educsci12030162
Shah, T., Patel, M. A., Shah, H. (2017). A Comparative Study on the Teaching Effectiveness of Chalk & Talk Versus Microsoft PowerPoint Presentation-An Institution Based Pilot Study of Physiotherapy Students, International Journal of Current Research and Review,9(11), 40-43.
Soewono, E., Pinontoan, R., Sugata, M., & Jo, J. (2022). Edutainment, tools and methods in high school education development of ATCG (ATtack Covid Game) online and electronic board games. In AIP Conference Proceedings (Vol. 2659, No. 1, p.140006). AIP Publishing LLC.
Stanley, T. (2022). The Ludo Carbon Compound Board Game to Study Chemistry Form 5. Malaysia Journal of Invention and Innovation, 1(1), 54-59.
Stark, E. (2019). Examining the role of motivation and learning strategies in student success in online versus face-to-face courses. Online Learning, 23(3), 234–251. https://doi.org/10.24059/olj.v23i3.1556
Suhaili, A., Osman, K., & Matore, M. E. @ E. M. (2020). Issues and Challenges of Subject Leadership Competency for Malaysian Head of Science Panels (HoSP). International Journal of Academic Research in Progressive Education and Development, 9(2), 229–241.
Sousa, V. E. C., Matson, J., & Dunn Lopez, K. (2017). Questionnaire Adapting: Little Changes Mean a Lot. Western Journal of Nursing Research, 39(9), 1289–1300.
Sulaiman, S., Sulaiman, T. & Abdul Rahim, S. S. (2017). Teachers’ Perceptions of the Standard based English Language Curriculum in Malaysian Primary Schools. International Journal of Instruction, 10(3), 195-208. https://doi.org/10.12973/iji.2017.10313a
Salta, K., Paschalidou, K., Tsetseri, M., & Koulougliotis, D. (2022). Shift from a traditional to distance learning environment during the COVID-19 pandemic: University students’ engagement and interactions. Science & Education, 31(1), 93-122.
Swaran Singh, C. & Lebar, O. & Kepol, N. & Rahman, R. & Mukhtar, K. (2017). An Observation of Classroom Assessment Practices among Lecturers in Selected Malaysian Higher Learning Institutions. Malaysian Journal of Learning and Instruction, 14(1), 23-61.
Teixeira, I., & Lima, D. (2023). Minerals in your daily life: a game for Science education (No. EGU23-4109). Copernicus Meetings.
Temiran, Z. (2022). Examining The Relationship Between Social Adaptation, The Learning Style Preferences and Academic Achievement Among College Freshmen Students. Muş Alparslan ÜniversitesiEğitimFakültesiDergisi, 2(2), 227-239.
Terlouw, G., Kuipers, D., van't Veer, J., Prins, J. T., & Pierie, J. P. E. (2021). Thedevelopment of an escape room–based serious game to trigger social interaction and communication between high-functioning children with autism and their peers: Iterative design approach. JMIR Serious Games, 9(1), e19765.
Teppo, M., Soobard, R., & Rannikmäe, M. (2021). Grade 6 & 9 Student and Teacher Perceptions of Teaching and Learning Approaches in Relation to Student Perceived Interest/Enjoyment towards Science Learning. Journal of Baltic Science Education, 20(1), 119-133.
Tocaimaza-Hatch, C. C., & Santo, J. (2020). Social interaction in the Spanish classroom: How proficiency and linguistic background impact vocabulary learning. Language Teaching Research, 27(2),1362168820971468. https://doi.org/10.1177/1362168820971468
Toma, R. B., & Greca, I. M. (2018). The effect of integrative STEM instruction on elementary students’ attitudes toward Science. Eurasia Journal of Mathematics, Science and Technology Education, 14(4), 1383-1395. https://doi.org/10.29333/ejmste/83676
Triboni, E., & Weber, G. (2018). MOL: Developing a European-style board game to teach organic chemistry. Journal of Chemical Education, 95(5), 791–803. https://doi.org/10.1021/acs.jchemed.7b00408
Underberg-Goode, N., & Smith, P. (2018). Proceso de lana: Playing Andean culture through board games. Catalan Journal of Communication & Cultural Studies, 10(2), 161– 176. https://doi.org/10.1386/cjcs.10.2.161_1
Urrea, C., Delong, K., Diaz, J., Klopfer, E., Thompson, M., Wagh, A., Gardony, J., Anderson, E., & Kundargi, R. (2022). MIT Full STEAM Ahead: Bringing Project- Based, Collaborative Learning to Remote Learning Environments. University and School Collaborations during a Pandemic: Sustaining Educational Opportunity and Reinventing Education, 299-319.
Valiente, C., Swanson, J., DeLay, D., Fraser, A. M., & Parker, J. H. (2020). Emotion-related socialisation in the classroom: Considering the roles of teachers, peers, and the classroom context. Developmental Psychology, 56(3), 578.
Vygotsky, L. S. (1978). Mind in society. Cambridge: Harvard University Press.
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), 1-13. https://doi.org/10.1186/s40594-022-00344-0
Yu, Z. (2021). The effects of gender, educational level, and personality on online learning outcomes during the COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18(1), 14. https://doi.org/10.1186/s41239-021-00252-3
Zakaria, N., Anuar, N. A. K., Jasman, N. H., Mokhtar, M. I., & Ibrahim, N. (2022). Learning grammar using a card game. International Journal of Academic Research in Business and Social Sciences, 12(2), 464-472. https://doi.org/10.6007/IJARBSS/v12-i2/12259
Zhang, R., & Zou, D. (2022). Types, features, and effectiveness of technologies in collaborative writing for second language learning. Computer Assisted Language Learning, 35(9), 2391-2422. https://doi.org/10.1080/09588221.2021.1880441
Copyright (c) 2024 UNIMAS Publisher
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Transfer Statement for Journal
1) In signing this statement, the author(s) grant UNIMAS Publisher an exclusive license to publish their original research papers. The author(s) also grant UNIMAS Publisher permission to reproduce, recreate, translate, extract or summarize, and to distribute and display in any forms, formats, and media. The author(s) can reuse their papers in their future printed work without first requiring permission from UNIMAS Publisher, provided that the author(s) acknowledge and reference publication in the Journal.
2) For open access articles, the author(s) agree that their articles published under UNIMAS Publisher are distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License) which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the author(s) is properly cited.
3) The author(s) is/are responsible to ensure his or her or their submitted work is original and does not infringe any existing copyright, trademark, patent, statutory right, or propriety right of others. Corresponding author(s) has (have) obtained permission from all co-authors prior to submission to the journal. Upon submission of the manuscript, the author(s) agree that no similar work has been or will be submitted or published elsewhere in any language. If submitted manuscript includes materials from others, the authors have obtained the permission from the copyright owners.
4) In signing this statement, the author(s) declare(s) that the researches in which they have conducted are in compliance with the current laws of the respective country and UNIMAS Journal Publication Ethics Policy. Any experimentation or research involving human or the use of animal samples must obtain approval from Human or Animal Ethics Committee in their respective institutions. The author(s) agree and understand that UNIMAS Publisher is not responsible for any compensational claims or failure caused by the author(s) in fulfilling the above-mentioned requirements. The author(s) must accept the responsibility for releasing their materials upon request by Chief Editor or UNIMAS Publisher.
5) The author(s) should have participated sufficiently in the work and ensured the appropriateness of the content of the article. The author(s) should also agree that he or she has no commercial attachments (e.g. patent or license arrangement, equity interest, consultancies, etc.) that might pose any conflict of interest with the submitted manuscript. The author(s) also agree to make any relevant materials and data available upon request by the editor or UNIMAS Publisher.
