The Effect of Pedagogy-embedded Digital Game in Primary Science Education: A Comparison of Students’ Understanding of Vitamin

Abstract

Recently, effective instructional interventions are needed to enable primary school student to increase conceptual understanding in science. To archive the mentioned, well-designed instructional materials regarding appropriate pedagogy is an important platform for students’ learning in primary school science. In this study, an educational digital game regarding fruit and vegetable consumptions, particularly called "The Fruit Eater", has been pedagogically designed concerning problem-based learning strategy and then collaboratively created in android application platform, under the cooperation by computer engineering, science educator, and in-service science teacher at Khon Kaen University, in order to transforming traditional learning environment into constructivist-based learning environment. To investigate the effect of the intervention, a study has been conducted with 104 primary school students, classifying into three different groups, in order to verify the value of the game app. The results showed that the game demonstrated good performance (as compared to regular traditional (problem-based) instruction, and problem-oriented game-based inquiry learning) concerning the gain of conceptual understanding of vitamins, and health benefits of fruits and vegetables, even though the pedagogy-embedded digital game was used independently by students for learning. To this end, this study concluded that the use of pedagogy-embedded digital game could facilitate students’ development of scientific understanding as well as teacher-centered instruction, and well-designed digital game regarding appropriate pedagogy might be a key factor associated to this effect in science learning.