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

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.

Keywords

• digital games
• digital game-based learning
• digital game-based learning in science
• science teachers' dgbl practices
• dgbl pedagogical model