Game Modality Preferences and Learning Expectations in Multiplatform Game-Based Philosophy of Science Learning: Implications for Instructional Design
DOI:
https://doi.org/10.53696/venn.v5i4.491Keywords:
Game-Based Learning, Game Modality Preference, Philosophy of Science, Multiplatform Learning, Pre-Service Science Teachers, Instructional Design, Offline Games, Digital GamesAbstract
Memahami preferensi modalitas permainan siswa sangat penting untuk mengoptimalkan desain pembelajaran berbasis permainan (GBL), namun sebagian besar penelitian GBL di pendidikan tinggi mengukur keterlibatan dan hasil pembelajaran tanpa secara sistematis mendokumentasikan jenis permainan apa yang disukai siswa dan mengapa. Tujuan: Studi ini menyelidiki preferensi modalitas permainan dan harapan pembelajaran dari 78 calon guru sains (kohort 2024) di Universitas Negeri Makassar setelah berpartisipasi dalam intervensi GBL multiplatform dalam mata kuliah Filsafat Sains. Metode: Instrumen survei dengan enam item terstruktur dan terbuka menilai: (1) modalitas permainan yang disukai secara keseluruhan; (2) permainan offline yang disukai; (3) permainan psikomotor yang disukai; (4) platform digital yang disukai; (5) urutan pembelajaran yang disukai; dan (6) hasil pembelajaran yang diharapkan dari permainan. Item terbuka tambahan mengumpulkan saran permainan yang dihasilkan siswa. Analisis frekuensi dilakukan untuk semua item; perbandingan antar kelas dilakukan untuk preferensi modalitas secara keseluruhan; dan analisis konten kualitatif diterapkan pada saran terbuka. Hasil: Permainan offline adalah modalitas tunggal yang paling disukai (42,3%), diikuti oleh kombinasi ketiga modalitas (38,5%). Di antara permainan offline, Teka-Teki Konsep Ontologi-Epistemologi-Aksiologi (60,3%) dan Kartu Diskusi Sokratik (57,7%) paling disukai. Quizizz mendominasi preferensi platform digital (78,2%). Peragaan konsep yang diwujudkan (50,0%) dan Debat Berdiri (44,9%) memimpin preferensi psikomotorik. Peningkatan berpikir kritis adalah hasil pembelajaran yang paling diharapkan (78,2%). Analisis kualitatif mengidentifikasi enam kategori tematik dari saran yang dihasilkan siswa, dengan permainan berbasis debat paling sering diusulkan (31,3%). Kesimpulan: Temuan ini menantang asumsi bahwa permainan digital secara universal disukai oleh pelajar Generasi Z.
Downloads
References
Ainsworth, S. (2006). DeFT: A conceptual framework for considering learning with multiple representations. Learning and Instruction, 16(3), 183–198. https://doi.org/10.1016/j.learninstruc.2006.03.001
Basuki, Y., & Hidayati, Y. N. (2019). Kahoot! or Quizizz: The students' perspectives. Proceedings of the 3rd English Language and Literature International Conference (ELLiC), 202–210. https://doi.org/10.4108/eai.27-4-2019.2285331
Bayeck, R. Y. (2020). Examining board gameplay and learning: A multidisciplinary review of recent research. Simulation & Gaming, 51(4), 411–431. https://doi.org/10.1177/1046878119901286
Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14, Article 9. https://doi.org/10.1186/s41239-017-0042-5
Erduran, S., & Dagher, Z. R. (2014). Reconceptualizing the nature of science for science education. Springer.
Erduran, S., Kaya, E., & Dagher, Z. R. (2022). From the margins to the mainstream: The contested place of nature of science in science education. Science & Education, 31(6), 1723–1742. https://doi.org/10.1007/s11191-022-00390-0
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170–179. https://doi.org/10.1016/j.chb.2015.07.045
Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
Janković, A., & Lambić, D. (2022). The effect of game-based learning via Kahoot and Quizizz on the academic achievement of third grade primary school students. Journal of Baltic Science Education, 21(2), 224–231. https://doi.org/10.33225/jbse/22.21.224
Lipman, M. (2003). Thinking in education (2nd ed.). Cambridge University Press.
Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. https://doi.org/10.1037/0003-066X.55.1.68
Shapiro, L. (2019). Embodied cognition (2nd ed.). Routledge.
Sitompul, H., Sayekti, R., Saragih, S. R. D., & Salminawati. (2023). Exploring students' perception of Quizizz as a learning media in higher education. Canadian Journal of Learning and Technology, 49(3), 1–24. https://doi.org/10.21432/cjlt28449
Sousa, C., Rye, S., Sousa, M., Torres, P. J., Perim, C., Mansuklal, S. A., & Ennami, F. (2023). Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches. Frontiers in Psychology, 14, Article 1160591. https://doi.org/10.3389/fpsyg.2023.1160591
Veldkamp, A., van de Grint, L., Knippels, M. C. P. J., & van Joolingen, W. R. (2020). Escape education: A systematic review on escape rooms in education. Educational Research Review, 31, Article 100364. https://doi.org/10.1016/j.edurev.2020.100364
Wilson, M. (2002). Six views of embodied cognition. Psychonomic Bulletin & Review, 9(4), 625–636. https://doi.org/10.3758/BF03196322
Wouters, P., van Nimwegen, C., van Oostendorp, H., & van der Spek, E. D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249–265. https://doi.org/10.1037/a0031311.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Rifda Nur Hikmahwati Arif
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors certify that:
- if the manuscript is co-authored, they are authorized by their co-authors to enter into these arrangements.
- the work described has not been formally published before in a registered ISSN or ISBN media, except in the form of an abstract or as part of a published lecture, review, or thesis.
- it is not under consideration for publication elsewhere,
- its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- they secure the right to reproduce any material that has already been published or copyrighted elsewhere (it does not infringe on the rights of others).
- they agree to the license and copyright agreement.
All articles published are licensed under Creative Commons Attribution 4.0 International License.
- Authors retain copyright and other proprietary rights related to the article.
- Authors retain the right and are permitted to use the substance of the article in their own future works, including lectures and books.
- Authors grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post or self-archive their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
