Year: 2025
Type: article
Abstract: This study aimed to develop and evaluate a game-based learning activity on Mendelian Genetics to improve student engagement, understanding, and motivation. The activity was designed using the ASSURE model, a systematic approach to instructional planning. A mixed-methods design was used. The quantitative phase involved a one-group pre-test and post-test with 45 Grade 8 students from Ilat National High School to assess learning gains. The qualitative phase involved unstructured interviews to explore students’ learning experiences. The game, titled “The Gene Quest: Mendelian Genetics,” featured animations, interactive Punnett square tasks, and a leaderboard to enhance participation. Six experts—four science teachers and two IT professionals—evaluated the game based on content accuracy, design, usefulness, and ease of use. Data collection tools included a 30-item multiple-choice test, expert evaluation sheets, and interview responses. Quantitative data were analyzed using weighted and composite means and the Hake gain score, while thematic analysis was used for qualitative data. The game received excellent ratings across all evaluation criteria. A Hake gain score of 0.96 indicated a high level of learning improvement. Students described the game as enjoyable and engaging. They reported better understanding of genetics concepts, improved confidence in learning, and acknowledged certain challenges during gameplay. The findings suggest that game-based learning is an effective strategy for teaching complex topics like Mendelian Genetics. It supports deeper understanding, boosts motivation, and enhances academic performance.
DOI: 10.14419/4s6nz990
Authors: Jannah Kristine M. Aliling, Marylina F. Aquino, Joanne A. Arellano, Celso G. Zara
Institution: Batangas State University
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4416056693
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