Games-based learning (GBL), which is regarded as a very engaging method for learning at a

supplemental level, may be an appropriate strategy to overcome some of the issues related to traditional
approaches to teaching requirements collecting and analysis. Students are starting to give games and the
unique culture they are connected with the respect they deserve. If students are unable to demonstrate
critical learning, teachers must give them multiple opportunities. Teachers' primary responsibilities are to
support each student's work and individual effort and to offer direction when collaborating with parents.
Positive effects on science concept literacy among seventh-grade students have been observed in studies
investigating the impact of game-based strategy instructions. Students' conceptual knowledge and game
performance were found to be greatly improved by Chen (2019) when she included inquiry scaffolds to
digital game-based scientific learning. According to Mongillo (2010), playing games promoted the proper
use of scientific language and group discussion, which improved comprehension of the vocabulary and
concepts covered in the lessons. In order to engage students, foster conceptual understanding, and inspire
continued learning, Makalintal (2019) emphasized the advantages of game-based learning activities.
Additional evidence for similar conclusions came from Akarsu (2012), who found that playing
educational games with science fiction themes significantly increased academic achievement.
Malaluan & Makalintal (2019) suggest that science teachers look for strategies to remove difficulties
from their students' learning. The goal of game-based learning is to deliberately and openly concentrate
on the education of the student. Although there are still major time limits, time is now seen as a flexible
resource rather than the main barrier preventing access to learning. Therefore, it's critical to understand
what makes a successful game-based learning technique in order to increase student interest in science
and technology. Incorporating games into the classroom often outperforms more traditional teaching
strategies when it comes to increasing learning motivation, student engagement, and focus. However, fun
and learning principles must be balanced in order for game-based learning to meet pedagogical standards
and achieve the elusive "fun-factor." Students can be motivated and assisted in the development of skills,
talents, and strategies through the use of game-based learning activities, or GBLAs. Students may be
drawn to GBLA because it can stimulate their perceptions through unexpected occurrences, questions,
and difficult challenges that need to be solved.
According to Higgins et al. (nd), the use of games as a teaching technique in science improves a variety of
qualities that are essential for science learning, including persistence, concentration, mastery of the
material, real-world and scientific problems, and visual skills. Due to instructor and facility limitations,
such as inadequate content mastery and a lack of sufficient quality and quantity of reference materials,
this is frequently not possible in a regular classroom context. The use of computer games in the classroom
has the potential to significantly increase students' science proficiency. When students apply these game
activities to their real-life situations, they will see that teachers truly do their jobs—that is, impart
knowledge to the students. Concluded that teaching secondary science through a variety of games is a
more successful approach than teaching it through traditional methods. It's not a novel concept to use
games to get kids involved in active learning. In an attempt to give pupils an enjoyable and stimulating
learning environment, educators have been adding more and more games into their curricula over the past
few years. Interactive, cooperative, and competitive games tend to inspire and encourage student
participation in the learning process, despite the fact that this can be highly difficult and time-consuming.
Thomberg (nd) emphasized that the incapacity of teachers in the Philippines to implement student-
centered instructional strategies in lieu of teacher-centered ones is the issue with junior high school
instruction in rural areas. Science was primarily taught by teachers in schools through textbook-based
lectures. The majority of teachers also encountered difficulties with language policies implemented by
various educational institutions, where science is taught in English. Science instructors, among other
science instructors, believed that using English as a medium of instruction had an adverse effect on
students' performance since it causes a bad transition and leaves the majority of students confused.
Students appear to be living in the cyber age, and innovative teaching practices do call for a change in the
way that education is delivered. Teaching is a difficult profession, and education must prepare the ground
for future success and productive people.

REFERENCE: https://www.granthaalayahpublication.org/journals/granthaalayah/article/view/
IJRG19_A06_2330/739

A game-based learning approach shows promise in science education, particularly when introducing and
debating difficult ideas and subjects (Al-Tarawneh 2016). Though game-based learning has received a lot
of attention in the educational community recently, Zeng, Zhou, Hong, Li, and Xu (2020) pointed out that
its efficacy has not yet been thoroughly proven. Congruence's genuineness is still not backed by any
scientific data (Hainey, Connolly, Boyle, Wilson, and Razak 2016). In order to thoroughly investigate the
possible efficacy of the game-based learning technique in science educational settings from a more
modern perspective, a meta-analysis of the empirical literature on the subject seems promising. According
to Pesare, Roselli, Corriero, and Rossano (2016), game-based learning is a strategy that uses games to
provide engaging, enjoyable, and student-centered activities that support learning objectives and the
learning process. These qualities enable learning designers to use them in a variety of ways, since they
enable the creation of distinctive game designs that may promote learning. It implies that making an
educational game can also be accomplished by following the steps of a certain learning technique or
process. The efficacy and efficiency of learning can also be determined by the approach employed
(Pratama and Setyaningrum 2018). The goals of the educational games that have been developed serve as
a guide for the learning process. Furthermore, Giannakas, Kambouraakis, Papasalouros, and Gritzalis
(2018) stressed the importance of creating instructional learning strategies that effectively support
educational activities as well as the importance and principles of integrating learning strategies or
methods into gaming objectives or circumstances.
Through the use of games, educators can inspire students to learn more than what is possible with the
resources at their disposal and help them become more independent learners. Experiential learning theory
is consistent with game-based learning. According to Dimitra, Konstantinos, Christina, and Katerina
(2020), problem-based learning, experiential learning, and exploration are all important components of
game-based learning. Kolb (1984) as stated in Krath, Schürmann, and Von Korflesch (2021) defines
experiential learning theory as the learning process in which knowledge and concepts are acquired by
direct encounters in the environment rather than by observing a teacher's instructions being carried out.
This is the process of creating information that will eventually become experience. With the use of
games, students can learn by doing in an environment where they are actively involved and have the
freedom to carry out their tasks on their own (Bakan and Bakan 2018). Several literature review studies
have employed this strategy of employing games as a teaching tool to direct and assess students' learning
outcomes in the area of game-based learning (Krath, Schürmann, and Von Korflesch 2021). Furthermore,
prior research elucidates how digital game-based learning might enhance students' academic performance
and motivation. It will enhance students' learning performances because, according to Hsieh, Lin, and
Hou (2016) and Alenjadria et al. (2023), students will receive and retain more knowledge the more
excited they are about the subject. Furthermore, a study by Braghirolli, Ribeiro, Weise, and Pizzolato
(2016) discovered that game-based learning effectively raises students' participation in the learning
process and comprehension of the course material.
To give educators and researchers guidance, a number of literature evaluations were carried out to
examine game-based learning. The majority of these research have examined game-based learning from
various angles, concentrating on the patterns of game-based learning in relation to learning objectives
(Hainey et al., 2016). Nonetheless, a number of publications have outlined the benefits that game-based
learning offers in terms of learning outcomes; very few, however, have drawn attention to its drawbacks
and potential (Dimitra et al 2020). Despite the fact that these earlier studies find that using games to teach
is a great way to keep students interested and support learning objectives. Additional investigation is
necessary to comprehend the potential effects on learning and identify certain elements and characteristics
of game-based learning that affect students (Shu et al 2019).

REFERENCE: https://doi.org/10.47191/ijsshr/v6-i3-61

Numerous studies have shown how game-based approaches to science education can enhance students'
literacy and comprehension. Both Rodrigues (2021) and Voulgari (2020) draw attention to the ways in
which digital games can improve learning outcomes and scientific literacy. Rodrigues emphasizes in
particular the ways in which game production can advance scientific and digital literacy. This is
corroborated by Liu (2013), who demonstrates how game-based learning can raise students' scientific
literacy. A meta-analysis of game-based learning in science education is presented by Cadiz (2023),
demonstrating the beneficial effects of this approach on knowledge acquisition and academic
performance. All of these results highlight how game-based approaches can improve literacy and
understanding when used in science education.