DiGIBST: An inquiry-based digital game-based learning pedagogical model for science teaching

Jun Karren V. Caparoso; Antriman V. Orleans; Jun Karren V. Caparoso; Antriman V. Orleans

doi:10.3934/steme.2024017

STEM Education

2024, Volume 4, Issue 3: 282-298. doi: 10.3934/steme.2024017

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DiGIBST: An inquiry-based digital game-based learning pedagogical model for science teaching

Jun Karren V. Caparoso ^{1
,
,},
Antriman V. Orleans ^{2
,}

1.
Department of Science and Mathematics Education, College of Education, Mindanao State University-Iligan Institute of Technology, Iligan City, Philippines; junkarren.caparoso@g.msuiit.edu.ph
2.
College of Advanced Studies, Philippine Normal University-Manila, Ermita, Manila, Philippines; orleans.av@pnu.edu.ph

Academic Editor: Kwesi Yaro

Received: 15 May 2024 Revised: 02 July 2024 Accepted: 08 July 2024 Published: 25 July 2024

This research aims to propose a pedagogical model that structures the implementation of digital game-based learning (DGBL) in science classes. Design-based research guided the design, development, implementation, and redesign processes of the prototype pedagogical model. The principles that informed the design of the model were gleaned from empirical data on DGBL conditions in junior high schools and science teachers' DGBL practices and perceived barriers to implementing DGBL. Curriculum and science education experts reviewed the model and found it usable, adoptable, implementable, and appropriate for junior high school science classes. The lesson designed based on the model improved junior high school students' motivation to learn and achievement in science. Likewise, science teachers perceived the pedagogical model to be easy to use, useful in science teaching, beneficial for students, and able to enhance their teaching efficiency and productivity. This study is the first to propose a DGBL pedagogical model for science.
- digital games,
- digital game-based learning,
- digital game-based learning in science,
- science teachers' DGBL practices,
- DGBL pedagogical model
Citation: Jun Karren V. Caparoso, Antriman V. Orleans. DiGIBST: An inquiry-based digital game-based learning pedagogical model for science teaching[J]. STEM Education, 2024, 4(3): 282-298. doi: 10.3934/steme.2024017

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Abstract

This research aims to propose a pedagogical model that structures the implementation of digital game-based learning (DGBL) in science classes. Design-based research guided the design, development, implementation, and redesign processes of the prototype pedagogical model. The principles that informed the design of the model were gleaned from empirical data on DGBL conditions in junior high schools and science teachers' DGBL practices and perceived barriers to implementing DGBL. Curriculum and science education experts reviewed the model and found it usable, adoptable, implementable, and appropriate for junior high school science classes. The lesson designed based on the model improved junior high school students' motivation to learn and achievement in science. Likewise, science teachers perceived the pedagogical model to be easy to use, useful in science teaching, beneficial for students, and able to enhance their teaching efficiency and productivity. This study is the first to propose a DGBL pedagogical model for science.

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Author's biography Jun Karren V. Caparoso holds a doctorate degree in Science Education from Philippine Normal University-Manila. He is an Associate Professor at the Department of Science and Mathematics Education, College of Education, Mindanao State University-Iligan Institute of Technology, Iligan City, Philippines; Antriman V. Orleans holds a doctorate degree in Education (Science Education) from Hiroshima University, Japan. He is a Professor of Science Education and the current dean of the College of Advanced Studies at Philippine Normal University- Manila, Manila, Philippines

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