Abstract
This study examines the development and effectiveness of four board games designed to promote cognitive learning activities and STEM education, focusing on kinematics and energy. We used the Engagement - Purpose - Deign - Prototype - Evaluation process to develop four board games. The study involved 53 senior high school students in Vietnam. We used a mixed methods approach to evaluate the impact of these board games on students’ cognitive understanding and motivation in STEM education. Data collection included multiple-choice tests before and post-tests from the previous literature study to measure cognitive gains. We also surveyed students using 5-point Likert scales and open-ended questions to explore their motivation and engagement. Quantitative and qualitative analyses assessed whether board games significantly improved students’ motivation and learning outcomes. These results suggest that integrating board games into STEM education can improve student engagement and understanding of STEM learning. In light of the results, we discussed the implications of the Engagement - Purpose - Deign - Prototype - Evaluation process and the effectiveness of four board games.
License
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 20, Issue 8, August 2024, Article No: em2494
https://doi.org/10.29333/ejmste/14920
Publication date: 06 Aug 2024
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