Development and Acceptability of Chemistry Lessons Integrating Experiential and Supplemental Game Activities

Ian Jay P. Saldo^1, and Angelo Mark P. Walag²

¹Integrated Basic Education Department, San Isidro College, Malaybalay City, 8700 Philippines

²Department of Science Education, University of Science and Technology of Southern Philippines, Cagayan de Oro City, 9000 Philippines

Cite this paper:
Ian Jay P. Saldo and Angelo Mark P. Walag. Development and Acceptability of Chemistry Lessons Integrating Experiential and Supplemental Game Activities. Journal of Innovations in Teaching and Learning. 2023; 3(1):28-34. doi: 10.12691/jitl-3-1-6

Abstract

The integration of game-based learning in classroom instruction is rampant for the reason that it may increase students’ motivation to learn and have fun while making sense of the lesson discussed. This study aimed to develop lessons integrating experiential and supplemental game activities and measure their acceptability based on content, format, presentation and organization, and accuracy and up-to-datedness of information. This study utilized a Research and Development (R & D) method. Research and development aim to produce a product for developing lessons integrated with experiential and supplemental game activities. Results revealed that the mean score for the content is 3.84, 3.69 for the format, 3.76 for the presentation and organization, and 3.93 for accuracy and up-to-datedness. This suggests that the ratings of the developed lessons are very high in all areas and can be interpreted as very acceptable. The developed lessons, therefore, can be utilized in private and public secondary schools, specifically in grade 10 chemistry classes. Also, the lessons developed promote the development of 21st-century skills, known as essential skills. Educators may utilize game-based learning methods and integrate game activities in their instruction, for it improves students’ learning in science and can advance students’ 21st-century skills.

Keywords:
acceptability chemistry lessons experiential game game-based learning supplemental game

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

References:

[1]	Saldo, I. J. P., & Walag, A. M. P. (2021). Improving High School Student’s Conceptual Understanding and Creativity Skills through Problem-based (PrBL) and Project-based Learning (PjBL) in Physics. Science International, 33(5), 307–311.
[2]	Portana, H. V., Fronda, J. G., Policarpio, D. G. T., Rigat, K. A. R. C., & A. Llames, G. (2021). Effectiveness and Acceptability of Instructional Materials in the Enhancement of Students’ Academic Achievement. International Journal of Advanced Engineering, Management and Science, 7(1), 12–15.
[3]	Batomalaque, A. E. (2002). Basic science development program of the Philippines for international cooperation. Paper Presented at First International Forum on Basic Education Development in South and Southeast Asian Countries: Looking for Alternative Models in Reference to Japanese Education Experience, Tsukuba, Japan, 2002. http://www.criced.tsukuba.ac.jp/pdf/09_Philippines_Antonio.pdf.
[4]	Bernardo, A. B. I., Limjap, A. A., Prudente, M. S., & Roleda, L. S. (2008). Students’ Perceptions of Science Classes in the Philippines. Asia Pacific Education Review, 9(3), 285–295.
[5]	Terano, H. J. R. (2015). Development and Acceptability of the Simplified Text in Differential Calculus for Engineering. Print) Journal of Multidisciplinary Studies, 4(2), 106–126.
[6]	Byusa, E., Kampire, E., & Mwesigye, A. R. (2022). Game-based learning approach on students’ motivation and understanding of chemistry concepts: A systematic review of literature. Heliyon, 8(5), e09541.
[7]	Troussas, C., Krouska, A., & Sgouropoulou, C. (2020). Collaboration and fuzzy-modeled personalization for mobile game-based learning in higher education. Computers and Education, 144 (September 2019), 103698.
[8]	Zuo, T., Birk, M. V., van der Spek, E. D., & Hu, J. (2023). The effect of fantasy on learning and recall of declarative knowledge in AR game-based learning. Entertainment Computing, 46 (January), 100563.
[9]	Ng, S. F., Anak Dawie, D. D. S., Chong, W. W., Jamal, J. A., Siti Noraisyah, S. N. A., & Jamal, J. I. (2021). Pharmacy student experience, preference, and perceptions of gaming and game-based learning. Currents in Pharmacy Teaching and Learning, 13(5), 479–491.
[10]	Krath, J., Schürmann, L., & von Korflesch, H. F. O. (2021). Revealing the theoretical basis of gamification: A systematic review and analysis of theory in research on gamification, serious games and game-based learning. Computers in Human Behavior, 125 (January), 106963.
[11]	Assapun, S., & Thummaphan, P. (2023). Assessing the Effectiveness of Board Game-based Learning for Enhancing Problem-Solving Competency of Lower Secondary Students. International Journal of Instruction, 16(2), 511–532.
[12]	Jääskä, E., Lehtinen, J., Kujala, J., & Kauppila, O. (2022). Game-based learning and students’ motivation in project management education. Project Leadership and Society, 3 (August).
[13]	Department of Education. (2009). Guidelines and processes for LRMDS assessment and evaluation. March. https://lrmds.deped.gov.ph/docs/LRMDSGuidelines.pdf.
[14]	DepEd. (2022). Most Essential Learning Competencies (MELCs).
[15]	Jossan, K. S., Gauthier, A., & Jenkinson, J. (2021). Cultural implications in the acceptability of game-based learning. Computers and Education, 174 (August), 104305.