Instructional Role-Playing Video Game: Its Application to Physics&rsquo; Equations of State Learning

Bretel  B. Dolipas,; Thrysha  B. Dolipas,; Christian  Fabrigas,; Marius  Garcia,; Sebastien Duke  Romero,; Aeron  Mactal,; Junel  Silvio,

Instructional Role-Playing Video Game: Its Application to Physics’ Equations of State Learning

Discipline: Education

Abstract:

The potential of video games for learning is now widely accepted among the community of Educational Technology. Multiple types of research have been conducted to see the proficiency of video games as an educational tool, and the effect on students' learning and performance of instructional video game approaches, which have elevated considerable interest in the thematic field of education research. The study assessed the effectiveness of instructional role-playing video games in learning physics equations of state concepts and problem-solving for junior high school students. Specifically, the study determined the performance level in Equations of State Problem Solving of junior high school students when concepts were taught through the conventional approach and through the Role Playing Video Game approach. The result indicated that the performance level in Equations of State problem solving of students taught using the role-playing video game approach was significantly higher than those taught using the conventional approach. Also, the Equations of State problem-solving performance level of students taught using the role-playing video game were satisfactory or better regardless of sex. Problem-solving through role-playing video games is an effective learning approach to learning the Equation of State concept. It is recommended that further research on the application of instructional Role-playing video games be considered in the teaching and learning of Physics concepts.

References:

Almeida, L. C. (2012). The effect of an educational computer game for the achievement of factual and simple conceptual knowledge acquisition. Education Research International, 0(0), 1–5. https://doi.org/10.1155/2012/961279
D’Angelo, C., Rutstein, D., Harris, C., Bernard, R., Borokhovski, E., & Haertel, G. (2014). Simulations for STEM learning: Systematic review and meta-analysis. SRI International.
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 30, 100322. https://doi.org/10.1016/j.edurev.2020.100322
Demirel, O. (2012). Teaching Principles and Methods. The Arts of Teaching. Ankara: Pegem Academy
Dolipas, B., Lubrica, J., Ramos, J., Abiasen, J. (2017). Interactive Science Devices: Curiosity And Influence On Science Performance Of Students. 11th International Technology, Education and Development Conference, Valencia, Spain
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(2), 227–243. https://doi.org/10.1007/s40692-015-0033-2
Gee J.G. (2004). Good Video Games and Good Learning (Thesis). University of Wisconsin-Madison
Grandberg, E.M. (2000). How Technology Enhances Teaching and Learning (Thesis). Vanderbilt University of Nashville
Lubrica, J. V., Abiasen, J. T., Dolipas, B. B., & Ramos, J. L. S. (2017). Interactive physics apparatus: Influence on interest of secondary school students in pursuing a career path in science, technology, engineering and mathematics (Stem). Physics Education, 52(1), 015017. https://doi.org/10.1088/1361-6552/52/1/015017
Malek, A., Ninčević, M., & Jurić Vukelić, D. (2019). The role of playing video games on school achievement. Communication Management Review, 03(02), 54–71. https://doi.org/10.22522/cmr20180234
Nadeem, M., Oroszlanyova, M., & Farag, W. (2023). Effect of digital game-based learning on student engagement and motivation. Computers, 12(9), 177. https://doi.org/10.3390/computers12090177
Okan, Z. (2003). Edutainment: Is learning at risk? British Journal of Educational Technology, 34(3), 255–264. https://doi.org/10.1111/1467-8535.00325
Rashty, D. (2003). Traditional learning vs e-learning. Retrieved from https://tinyurl.com/mwdntacf
Shapiro, J., (2015). How Video Games In The Classroom Will Make Students Smarter. Retrieved from https://tinyurl.com/3px4d255
Szilas, N., & Acosta, M. (2011). A Theoretical Background for Educational Video Games: Games, Signs, Knowledge. Retrieved from https://tinyurl.com/mw55n7fy
Teofilo, F., Sajise, M., Dolipas, B., Cachero, M. (2012). Blended Learning and Academic Performance on Problem Solving and Programming I of Bachelor of Science in Information Technology IATED ICERI2012 Proceedings
Whitton, N. (2012). The place of game-based learning in an age of austerity” Electronic Journal of e-Learning, 10(2), 249 - 256
Yabuno, K., Luong, E., & Shaffer, J. F. (2019). Comparison of traditional and gamified student response systems in an undergraduate human anatomy course. HAPS Educator, 23(1), 29–36. https://eric.ed.gov/?id=EJ1227801