Gamifying science education: How board games enhances engagement, motivate and develop social interaction, and learning
Author:
Funder
Ministry of Higher Education
Publisher
Springer Science and Business Media LLC
Link
https://link.springer.com/content/pdf/10.1007/s10639-024-12818-5.pdf
Reference119 articles.
1. Adipat, S., Laksana, K., Busayanon, K., Asawasowan, A., & Adipat, B. (2021). Engaging students in the learning process with game-based learning: The fundamental concepts. International Journal of Technology in Education, 4(3), 542–552. https://doi.org/10.46328/ijte.169.
2. Agonafir, A. M. (2023). Using cooperative learning strategy to increase undergraduate students’ engagement and performance. Educational Action Research, 31(5), 1–17. https://doi.org/10.1080/09650792.2023.2231512.
3. Alejandria, L. N., Bajenting, J. M. S., Pacatan, M. A. L. D., & TomasJr, A. D. (2023). The Use of Educational Board game as a Supplemental Tool in Learning Periodic table of elements among Senior High School Students. American Journal of Education and Technology, 2(1), 60–67. https://doi.org/10.54536/ajet.v2i1.1292.
4. Alfaro-Ponce, B., Patiño, A., & Sanabria-Z, J. (2023). Components of computational thinking in citizen science games and its contribution to reasoning for complexity through digital game-based learning: A framework proposal. Cogent Education, 10(1), 2191751. https://doi.org/10.1080/2331186X.2023.2191751.
5. Aliyu, F. (2020). The TIMSS Grade 8 Student’s Science Achievement: A comparative study between Malaysia, Singapore, and Japan. Learning Science and Mathematics, 15(December), 149.
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