Development of Digital Game-based Biology Learning Experience on Cell Cycle through DSLM Instructional Approach

Abstract

Digital games were several used as instructional tool in science education in several countries. Using games could increase students’ motivation and interest to learn in regular class. The purposes of this study were to design and develop digital game-based learning by inquiry regarding biology of cell cycle based on dual-situated learning model (DSLM) approach, and evaluate effectiveness of the digital game-based learning on improvement of students' conceptual understanding of cell cycle. In this paper, the researchers report results of an investigation of students' existing ideas on biological concepts about cell cycle. 36 twelfth-grade students were recruited into the investigation by undertaking a series of open-ended conceptual questions covering five main concepts i.e. cell cycle, interphase, mitosis, meiosis and cytokinesis. The results indicated that they hold different patterns of alternative- and misconceptions about cell cycle, and some had no conception on the concepts. Then, these findings on specific mental set students lack were used to particularly design dual-situated learning events for the cell cycle concepts. Purposively, a digital game was created by the researchers in order to use for eliminating or decreasing students' alternative- and misconceptions about cell cycle. Besides, the digital game was designing to use as inquiry-based tool to support constructing scientific understanding on the concepts and it is illustrated in this paper. An implication of this paper is to provide pedagogical guidance for developing digital game-based biology learning environment with regarding effective strategy for science learning, open-inquiry learning process.