Using Problem-based Gaming Environment supported Conceptual Physics of Electric Current: A Result on Students' Perceptions

Abstract

Educational problem-based gaming, which is one of emerging pedagogies, could promote students’ perception. In this study, the educational digital game was specially designed for learning physics based on problem situation. To investigate the effect of perception toward physics lesson and to evaluate the developed problem-based gaming, 82 eleventh grade student were recruited to participate in the developed problem-based gaming. A Likert-scale perception questionnaire was administered to the students before starting learning activity as pre-test. After completing the learning activity, the students were asked to response the perception questionnaire as post-test. The repeated-measures MANOVA results indicated that there was no significant main effect on gender and interaction effect between gender and time (pre-test/post-test), but there were significant main effect on time. That is, there was no effect of gender difference on students’ perception towards physics learning through the developed problem-based gaming