Assessment of the ability of game-based science learning to enhance genetic understanding

ABSTRACT

Background

Game-based science learning (GBSL) provide an alternative route for learning genetics, but its effects on students’ conceptual learning is contested. In this paper we assess the utility, in primary teacher education, of Recal: a game designed to promote participants’ learning of key genetic concepts through acting as detectives investigating a case.

Purpose

The purpose of the study was to analyse and compare teacher students’ learning of genetics through the game, and both their attitudes towards and experiences of it. Tests were conducted in Spanish and Swedish contexts to assess its potential utility in contrasting cultural and educational contexts to obtain indications of the potential breadth of its application.

Samples

Participants included 120 pre-service teacher students from a university in north-eastern Spain and 51 from a university in western Sweden.

Design and methods

The research involved an intervention, in which students played the game, and assessment of its efficacy by questionnaires designed to investigate students’ knowledge of genetics before and after the game, their expectations and experience of it, and their satisfaction with it. The results were analysed statistically.

Results

The game appeared to enhance both Spanish and Swedish participants’ knowledge of genetics, and they reportedly found it both educationally beneficial and engaging. It was also assessed in terms of the following characteristics of GBSL, based on experiential data: contextualisation, authenticity, collaboration, problem-solving, guided paths and competition.

Conclusion

The results clearly indicate that the game has utility in different countries and educational contexts. The article discusses how the six characteristics of GBSL facilitate or hinder learning, and implications (for educational professionals and researchers) of the findings.

KEYWORDS:

• Conceptual knowledge
• game-based science learning (GBSL)
• game-based learning (GBL)
• genetic education
• pre-service teacher training
• Serious educational games (SEG)

Disclosure statement

No potential conflict of interest was reported by the author(s). Part of the results which are presented on this paper derive from Thesis called “Biotechnology literacy of future teachers: A new educational approach”. This Thesis was tutorized by PhD Maite Novo Molinero and PhD Angel Pio Gonzàlez Soto from Universitat Rovira i Virgili. PhD. Cristina Valls is in the Serra Hunter program.

Correction Statement

This article has been corrected with minor changes. These changes do not impact the academic content of the article.