New Perspectives in Science Education
Go Extinct! The Educational Game for Learning about Invertebrates.
María-del-Mar López-Fernández, Science Education, University of Málaga, Spain (Spain)
Jose Manuel Hierrezuelo Osorio, Department of Science Education,University of Málaga, Campus de Teatinos s/n, 29071 Málaga (Spain)
María José Cano-Iglesias, Department of Science Education, University of Málaga, Campus de Teatinos s/n, 29071 Málaga (Spain) (Spain)
Antonio Joaquín Franco Mariscal, Department of Science Education, University of Málaga, Campus de Teatinos s/n, 29071 Málaga (Spain)
Abstract
Educational games offer a multitude of advantages in the teaching process, including enhancing motivation, active learning, fostering collaboration, skill development, immediate feedback, practical application of knowledge, adaptability, stress reduction, promotion of creativity, memory improvement, and retention. These attributes render games as effective tools for engaging students, facilitating understanding and learning, as well as promoting both social and cognitive skills. Nevertheless, their effectiveness hinges on their seamless integration into the curriculum, along with a careful consideration of students' needs and age [1] [2]. In this study, we present an educational game entitled "Go Extinct!" designed to teach students about invertebrates. The game comprises a deck of 16 cards, each featuring illustrations of invertebrates from various taxonomic groups. At the outset, four cards are randomly distributed to each player. In each round, players discard one of their cards and pass it to the player on their right. The objective of the game is to extinguish an entire invertebrate group by collecting four cards from the same taxonomic category. The first player to achieve this and announce the invertebrate group's name wins the game. We implemented this game with 42 eighth-grade students (aged 11-12) who were studying biology in a high school in Spain as part of their invertebrate module. After the game, the students completed a questionnaire [3] in which they assessed the activity and its impact on their learning. In terms of evaluating their learning, students rated their initial knowledge at 4.69 out of 10, which increased to 7.98 after the activity, indicating an improvement of 3.29 points. The game received high ratings, with 70% finding it very easy, 77% deeming it very useful, 67% describing it as highly attractive, and 81% considering it very interesting. Overall, the students rated the game at 9.1 out of 10. The results from this study seem to suggest that the educational game Go Extinct! effectively promotes the understanding of invertebrate groups among Spanish eighth-grade biology students. Additionally, it has positively influenced motivation, generated interest, and increased student participation. Building on these promising findings, our future plans include digitizing the game and subjecting it to evaluation using e-rubrics. Funding: Research project TED2021-130102B-I00 entitled "Digital and ecological transition in science education through disruptive technologies for the digitalisation of educational games and their evaluation with e-rubrics" funded by the Spanish Government.
Game-Based Learning, Invertebrates, Science Education
[1] López-Fernández, M.M., & Franco-Mariscal, A. J. (2019). Percepciones de estudiantes de secundaria sobre el juego educativo GeneticsHome. Revista Eletrônica Ludus Scientiae, 3(2), 1-11.
[2] Perrotta, C., Featherstone, G., Aston, H., & Houghton, E. (2013). Game-based learning: Latest evidence and future directions. Slough: NFR.
[3] Franco-Mariscal, A. J., Franco-Mariscal, R., & Salas-García, G. (2017). El tren orbital: un juego educativo basado en una analogía para aprender la configuración electrónica en secundaria. Revista Eletrônica Ludus Scientiae, 1(2), 1-13.
