Assessment of the ability of game-based science learning to enhance genetic understanding

Casanoves, Marina; Solé-Llussà, Anna; Haro, Juan; Gericke, Niklas; Valls, Cristina

doi:10.1080/02635143.2022.2044301

Cited by 5 publications

(10 citation statements)

References 33 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Concerning the type of study, 10 studies can be defined as mixed-method studies (Charlier and De Fraine, 2012;Allsop and Jessel, 2015;Karadag, 2015;Cózar-Gutiérrez and Sáez-López, 2016;Meletiou-Mavrotheris and Prodromou, 2016;Marques and Pombo, 2019;Sousa and Costa, 2020;Casanoves et al, 2022;Dashtestani, 2022;Mystakidis and Christopoulos, 2022), 3 studies are quantitative (Hsu et al, 2017;Sánchez-Mena et al, 2019;Gordillo et al, 2021), and 4 are qualitative (Pauschenwein et al, 2013;Kamışlı, 2019;Kelleci and Aksoy, 2021;Pflaumer et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…Eight studies (Lameras et al, 2014;Meletiou-Mavrotheris and Prodromou, 2016;Sousa and Costa, 2020;Gordillo et al, 2021;Kelleci and Aksoy, 2021;Zetzmann et al, 2021;Casanoves et al, 2022;Sica et al, 2022) proposed training programs that used DGBL to improve and foster teachers' and pre-service teachers' skills in different fields: e-safety area (Gordillo et al, 2021), teaching skills and classroom management (Lameras et al, 2014;Kelleci and Aksoy, 2021;Zetzmann et al, 2021;Sica et al, 2022), TPACK on game-enhanced mathematics learning (Meletiou-Mavrotheris and Prodromou, 2016), Media and Information Literacy (MIL) skills (Sousa and Costa, 2020), Science and genetics (Casanoves et al, 2022). Sousa and Costa (2020), for example, proposed a 36-h training program to foster teachers' MIL competencies.…”

Section: Use Of Dgbl In Training Programs To Improve Teachers' Skills...mentioning

confidence: 99%

“…Kelleci and Aksoy (2021), with SimInClass, a real-life experience through a simulation app of the classroom environment. Meletiou-Mavrotheris and Prodromou (2016) proposed a twophase workshop on DGBL to improve teachers' TPACK on DGBL applied to mathematics, while Casanoves et al (2022) proposed an educational game that helps pre-service teachers to encounter and acquire an understanding of key genetic, engaging them in a true-to-life scientific scenario in which they play as a scientific evaluator.…”

Section: Use Of Dgbl In Training Programs To Improve Teachers' Skills...mentioning

confidence: 99%

See 2 more Smart Citations

The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review

Ragni,

Toto,

di Furia

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

Taking care of teachers’ competencies is essential to determine a satisfactory level of quality in teaching, with a crucial impact on the proper functioning of educational services. In order to be effective, this training must consider the most recent developments in the field of technology-enhanced learning, such as Digital Game-Based Learning (DGBL). Although research in the educational field has shown that DGBL enhances learning processes, promoting learning by doing and cooperative learning as well, with all their positive effects, there is still a paucity of studies on the subject; hence, the intrinsic reason for the present investigation. This review aims to fill this gap, analyzing studies that explore DGBL for teacher training and/or teacher attitude toward using DGBL in their professional activity. We searched the following bibliographic databases: Scopus, ERIC, and Web of Science. After an accurate screening, 20 papers have been selected and included. Main results returned a clear framework of what the current literature presents as effective DGBL training for teachers and pre-service teachers and of facilitators and barriers that impact teachers’ attitudes toward the use of DGBL at school.

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Use Of Dgbl In Training Programs To Improve Teachers' Skills...mentioning

confidence: 99%

Section: Use Of Dgbl In Training Programs To Improve Teachers' Skills...mentioning

confidence: 99%

See 1 more Smart Citation

The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review

Ragni,

Toto,

di Furia

et al. 2023

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…The genetics concept assessment was developed using a game to examine students' conceptual understanding of the genetics concept [3]. Additionally, the understanding of central dogma was measured by 23 multiple-choice questions targeting undergraduate biology levels [2].…”

Section: Introductionmentioning

confidence: 99%

“…According to the Biology curriculum framework in Indonesia for senior high school, genetics comprises some basic and advanced concepts, including cell division, inheritance, the relationship between structural and the functional of genes, deoxyribonucleic acid (DNA), chromosomes, mutation, gene regulation, the principles of biotechnology and its applications as an effort to improve human welfare (also known as DNA technology), and theories, principles, and also mechanism of evolution and speciation [4]. So, we need to develop an assessment tool to measure advanced understanding, especially understanding the molecular genetics concepts as difficult concepts to be understood by high school students [1], [3].…”

Section: Introductionmentioning

confidence: 99%

The development of molecular genetics concept test for senior high school students using Rasch analysis

Sari

Pongsophon²,

Vongsangnak³

et al. 2022

IJERE

View full text Add to dashboard Cite

Developing a high-quality test item requires substantial time and effort. A well-developed item bank is conducted using rigorous development and validation procedures. This study aimed to describe the development process of molecular genetics concept test (MGCT) for senior high school students using Rasch analysis under <a name="_Hlk107307570"></a>Berkeley evaluation and assessment research (BEAR) assessment system framework. The test consists of 50 multiple-choice items to assess conceptual understanding of molecular genetics concepts. The MGCT was developed based on curriculum analysis from the Indonesian ministry of education and culture and content-validated by three content experts comprising an expert in biology, an expert in bioinformatics, and an experienced Indonesian biology teacher in a senior high school. The MGCT was then piloted to 114 students who had taught the molecular genetics unit from a senior high school to conduct the empirical validation. The results from Rasch analysis showed that the MGCT is acceptable because all items have outfit and infit mean-square values in the acceptable range of 0.7 to 1.3 and the reliability is 0.43. So, the MGCT can be used to assess the understanding of the molecular genetics concept. However, several items were too difficult to discriminate the student ability. So, future studies need to develop more this MGCT to get a more appropriate instrument.

show abstract

Learn biology using digital game-based learning: A systematic literature review

Situmorang,

Suwono,

Munzil

et al. 2024

EURASIA J Math Sci Tech Ed

View full text Add to dashboard Cite

The implementation of digital games in biology education has steadily increased over the past decade. The utilization of simulation-based learning tools, such as digital games, is anticipated to be further enhanced due to the increasing shift toward virtual learning. This review aims to explore the existing scientific evidence and analyze the effectiveness of incorporating digital games as a learning tool in biology education. The research methodology was a systematic literature review of existing digital game-based learning (DGBL) in biology education. The term “digital game-based learning and education” was utilized in the search interface of the Scopus database, identifying 1,241 articles. However, only 56 articles adhered to the stipulated criteria for subsequent analysis. Preferred reporting items for systematic reviews and meta-analyses framework was employed for the process of inclusion and exclusion. A discernible trend of escalating publications has been observed over the past decade. The review findings indicate that DGBL has expanded widely, encompassing all levels of education, from elementary to higher education, and has even been applied in professional education. Researchers primarily utilize quantitative research methods, although qualitative methods are employed. This research found that the complexity of DGBL research requires interdisciplinary collaboration involving science, biomedical, education, and technology experts. In terms of content, DGBL has been used to teach students about basic biology and practical applications of biology, such as biomedical science. Genetics, environment, and healthcare emerged as the most frequently addressed subjects taught using DGBL. Trends in DGBL technology usage include various platforms like computer-based, internet-based, and mobile-based, with elements of gaming and social interaction that align with the demands of 21st century skills. DGBL integrates with several constructivist learning approaches like experiential learning, problem-based, inquiry-based, and inquiry-lab. Research showed that DGBL encourages development of 21st century skills in simulated settings and real-life situations.

show abstract

Assessment of the ability of game-based science learning to enhance genetic understanding

Cited by 5 publications

References 33 publications

The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review

The use of Digital Game-Based Learning (DGBL) in teachers’ training: a scoping review

The development of molecular genetics concept test for senior high school students using Rasch analysis

Learn biology using digital game-based learning: A systematic literature review

Contact Info

Product

Resources

About