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Educational card games
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A number of years have passed since the development of the 'Voyager: Satellites' educational card game reported in Physics Education in 2003. Since then, a large number of copies of the game have been produced and distributed across the UK, to a warm reception from both pupils and teachers. This article reports on some of the feedback received about the game over the five years of the project and gives some examples of how the game has been incorporated into the school curriculum. The recent development of other science related educational card games that are now available for use in schools is also discussed and it is hoped that this article will give inspiration to others to generate their own educational card games and enjoy some of the positive benefits of 'playing' in the classroom.
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... Research has shown that educators and researchers alike encounter many barriers in adopting games for teaching science due to procedural difficulties in designing games and lack of training on using games in the classroom [49,50]. To address this issue, the game development framework outlined here provides a simple guide on how to apply learning principles in board game design that may lead to enhanced engagement and academic performance in Physics education. ...
Board games can be a highly engaging and motivating resource to support physics teaching at all educational levels. However, the development of board games to facilitate the communication of complex science subjects may not be an easy task for those with no prior experience in designing games. For instance, the various classification of educational game features, proliferation of game mechanics and lack of scholarly guidance for designing and on their efficacy in formal learning may hinder the game development process. To address this issue, this study presents a hands-on game development framework for science educators and researchers on how to design educational science games. The framework is divided into five steps with simple exercises that build upon each other to create a student-centred educational resource as well as providing a means of evaluation.
... However, at the moment of writing this article, the authors were not able to find particular card games to enhance hypothesis definition and validation. Less related, Voyage Card games and Top Careers in Science [Smith and Munro, 2009] are card games with a scientific background but without being specialized in developing a hypothesis. ...
Understanding scientific concepts is a crucial factor in motivating dabblers at the start of co-created citizen science projects. This article describes PACMAC, a card-based cooperative card game aimed at introducing dabblers to hypothesis and falsifiability concepts through the visualization of a social perception map. The game was evaluated in five neighborhoods from El Salvador. The results showed that PACMAP is approachable for participants of different demographics to develop an understanding of the concepts of hypotheses and falsifiability.
In this research article, the authors developed a novel astronomy board game and examined how this approach could facilitate the learning and teaching of astronomy topics covered in the new Irish Science Syllabus. A total of 119 post-primary students took part in the pilot trial across Ireland. Data was collected via feedback questionnaires, systematic observations and pre and post-test surveys. Results indicate that this astronomy board game significantly enhances students' knowledge of astronomy concepts and perceptions of scientists. Furthermore, teachers showed positive attitudes towards this approach for teaching astronomy. Additionally, the game was demonstrated as a useful learning tool and as an activity to promote social skills. The findings offer a promising basis for further exploration of the integration of game-based approaches to physics education to promote active participation and interaction, balancing the learning objectives with play.
This research aimed to find to find out whether there was the effect of learning media on the level of financial knowledge of students. The kind of this reseacrh was quasi-experimental reseacrh. The quasi-experimental design used was a pretest posttest control group design. The media used in this study is the Fillecya (Financial literacy) Board. The population of this study was all X IPS classes of SMA N 2 Lubuk Basung in academic year 2019/2020 consisting of five classes. The researcher took two classes as the sample, they were X IPS 1 and X IPS 2 as the experimental and control class in this research. In the experimental class the value of the level of financial knowledge of students was 81.97 and the increase in the average value of the level of financial knowledge was 25.44 with an N gain of 0.57 (medium category). In the control class the value of the financial literacy level of students is 68.83 and the increase in the average value of financial literacy levels is 21.60 with an N gain of 0.40 (medium category). Based on the t test, it showed that the value of sig. 0,000 <0.05, so it can be summarized that 1) instructional media influenced the level of financial knowledge of students, 2) there were differences in the level of financial knowledge before and after learning by using fillecya board learning media, 3) there were some differences in the level of financial knowledge before and after learning without using learning media (conventional).Keywords: fillecya board, financial knowledge
The main objective of this study is to provide a summary of the steps in making the Chemistry Chess media on the concept of colloids. Descriptive research method is used to analyse the steps in making Chem-Chess media on the concept of colloids through flowcharts and storyboards. Flowcharts and storyboards are described based on the steps of making Chem-Chess media on the colloid concept. This research produces a learning media that needs to be applied to the concept of colloids by providing an instruction book as well as 3 types of knowledge cards, question cards, and challenge cards, which correspond to them at different cognitive levels. The colloid concept used contains learning indicators that are determined in general. With some equipment from chemistry chess media, it can be said that this research produced media that has the potential and suitable to be applied during the learning process on the colloid concept.
Engineering science is one of the core courses that must be taken by students in engineering. There is no doubt that too many laws and concepts to be learned and understood will cause students to feel difficult and less interested in pursuing engineering science. Many studies have shown that learning motivation and understanding can be achieved through educational games. Therefore, the main purpose of this study was to help engineering students learn and understand concepts by using educational card games through immersive technology. Card development and evaluation methods have been done while pre and post test have been conducted to see the effectiveness of the card against respondents. As a result, it shows that card designs play a role in enhancing student understanding while providing positive attitudes towards the use of the educational card games with immersive technology in engineering science learning. Notwithstanding, the outcome of the survey of the respondents involved in the test shows the enthusiasm and determination to use the card games. As a result, it can be highlighted and applied to all students.
In this research article, the authors developed a novel astronomy board game and examined how this approach could facilitate the learning and teaching of astronomy topics covered in the new Irish Science Syllabus. A total of 119 post-primary students took part in the pilot trial across Ireland. Data was collected via feedback questionnaires, systematic observations and pre and post-test surveys. Results indicate that this astronomy board game significantly enhances students' knowledge of astronomy concepts and perceptions of scientists. Furthermore, teachers showed positive attitudes towards this approach for teaching astronomy. Additionally, the game was demonstrated as a useful learning tool and as an activity to promote social skills. The findings offer a promising basis for further exploration of the integration of game-based approaches to physics education to promote active participation and interaction, balancing the learning objectives with play.
We present an educational game for teaching physics, Spies. The game is based on the popular boardgame Codenames. It is useful as a didactic tool to promote and improve student engagement. Spies is practical, fast and requires very little physical resources, which makes it ideal for high school teaching and viable in most diverse school realities.
This article examines a physics course for pre-service primary teachers in which physics, crafts and drama were taught together by connecting the standpoints of crafts and drama. The study was carried out by three university educators from these disciplines during an advanced optional course for student-teachers at the University of Helsinki in Finland. This article discusses the impact of the multidisciplinary teaching approach on the participants’ learning outcomes. First, the article explains the multidisciplinary teaching model, an educational energy game that the student-teachers designed as part of the course. Second, it describes the learning that emerged from the student-teachers’ learning process, including (1) learning skills, (2) new pedagogic thinking and (3) a change of attitude towards integrative teaching. Finally, the analysis shows the strength of sociocultural animation, which is traced through a path of becoming animated.
Board games provide players with not only pleasure but also thinking. More specifically, it is observed that digital games tend to ask players to make quick judgment, demanding less consideration, while board games allow players to think more thoroughly in reasonable time. For this reason, this paper attempts to capture the features of board games, from which most modern digital games originate. When designing digital educational games, designers may consider the features so that players can have both pleasure and opportunities for thinking. Finally, this paper also suggests three design tactics to design digital educational games.
‘Voyager’ is an educational card game involving scientific satellites, developed for use in schools with children aged 9 to 13 years. The idea of the game is to improve pupils’ knowledge about the large number of scientific satellites there are in space in a fun way, while also practising numeracy skills. Several copies of the game were produced using funding obtained from the Particle Physics and Astronomy Research Council (PPARC) as a Public Understanding of Science (PUS) award. These initial ‘trial’ versions of the game were taken to three different schools where feedback obtained from both pupils and staff was used to produce a final copy of the game that can be distributed to other schools along with a set of companion notes to form the basis of a science lesson. This article reports the findings of the school trials and indicates possible future developments of other scientific card games that could be beneficial to the classroom. http://www.iop.org/EJ/abstract/0031-9120/38/1/308