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Asia-Pacific Forum on Science Learning and Teaching, Volume 20, Issue 2, Article 6 (Jun., 2021) |
Computerized gaming integrated with student learning experiences can have a positive impact on learning motivation, providing a richer learning experience, and maintain learning motivation (Aşıksoy, 2018). Also, errors made in the game allow students to reflect and reuse play strategies to improve knowledge, which motivates them to try again (Baptista & Oliveira, 2019).
The results of the research are consistent with the results of several pieces of previous studies, that games in the classroom can be ascertained that students are more enthusiastic about learning and can provide learning motivation (Aşıksoy, 2018). The game can significantly increase the motivation of students to learn (Papp, 2017). The results of other studies state that the game can increase motivation and student learning enthusiasm in the learning process so that the learning process becomes more enjoyable (Alsawaier, 2018). The game can also attract and entertain players at the same time. When students are familiar with playing the game, students are eager to complete (Chung & Khe, 2020). Educators are looking for games to complement classroom learning, while game developers make games for learning media. All parties need to be involved to enable emotional and child development in games development for the learning purpose (Çakıroğlu et al, 2017). Most boys and girls overcome boredom or fatigue by playing games that reaches all levels of emotions and fatigue (Aşıksoy, 2018).
Students who learn with computer-assisted games can show better visual, psychomotor, and affective abilities (Sanchez et al., 2020), while other studies that obtain results from students studying with simulation games can better master abstract and conceptual knowledge related to electromagnetism (Dichev & Dicheva, 2017). This shows a good game for science learning.
According to Papp (2017), the computer game has fulfilled the requirements as a learning medium that can create an effective learning environment. The results above also show that the game that has been developed has succeeded in creating active students and motivates students to continue learning. Learning with computer-propelled games as learning media allows students to build knowledge from ambiguous, trial and error which becomes new knowledge (Bai et al., 2020). This is consistent with Piaget's fundamental insight that individuals construct their own understanding; learning is a constructive process. Vygotsky believed that cultural tools including computers played a very important role in cognitive development. Constructivism argues that students can construct or construct their knowledge with active processes of students and utilize learning resources in a variety of ways, and provide opportunities for students to collaborate (Huang & Hew, 2018), these activities are in computer-assisted games.
Learning by using games as learning media can be used to provide a rich learning environment to help learners build higher level knowledge and skills through ambiguous, challenging, and opportunities (Sanchez et al., 2020). During play, students engage in high-level cognitive activities to encourage attention, activity and retention by trial and error (Bai et al., 2020).
The game developed provides students with easy learning and makes the learning easy to understand, learn, and understand; provide student attractiveness both appearance, color choice, and content; having benefits means that the game contains benefits for understanding the material; and has a match with student learning needs ( Jagušt, et al., 2018).
It would be compelling to undertake research for subjects other than Chemistry, especially subjects that do not require demonstrations of experiments such as Literature, Languages or Critical Thinking.
Future research could also be conducted to determine whether student learning experience and student behavior can be improved by embedding gamification to teaching and learning.
