Designing Digital Card Game Environment to Promote Students’ Conceptual Improvement in Newton’s Laws of Motion

Abstract

Nowadays, digital games are famous around the world, among the several of digital game genres used for educational purposes sits the one genre of digital game is Digital Card Games (DCGs) that is the modern expression of Card Games (CGs). Digital gaming and digital technology are everywhere, which digital games compiled of amazing and sophisticated images and sounds, alongside textual communication, it’s called a king of constructivist-based active learning environment. This study presents a way to design DCG to enhance the improvement of students’ conceptual development in physics regarding their misconceptions. To develop the environment, 104 tenth-grade students, age between 15-16 years, have been investigated their initial conceptions on Newton’s 1st, 2nd, and 3rd law of motion using selected Force and Motion Conception Evaluation (FMCE) items. The result shows that most students held incomplete conception and misconception about Newton’s laws of motion in various patterns of existing understanding. To facilitate their learning in physics of the laws, a mobile digital game integrated with DCG, named "The Mystery Force", is creating by the present researchers in order to enhance the students’ conceptual improvement by inducing their conceptual change process. In addition, the researchers would employ a series of designed learning events as a basis to create a prototype of the game to support their conceptual improvement. To motivate the conceptual learning, series of DCG have been created and the cards provide a special option to increase character ability in digital card games, processing by scanning QR-cord through card games and then receive the input into the main game. Furthermore, the cards also provide significant scientific information and learning challenges for students.