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Investigating the Influence of an Arduino-Based Educational Game on the Understanding of Genetics among Secondary School Students

Author

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  • Ibrahim Arpaci

    (Department of Software Engineering, Faculty of Engineering and Natural Sciences, Bandirma Onyedi Eylul University, Balikesir 10200, Turkey
    Department of Information Systems, Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru 81310, Malaysia)

  • Abdullah Kaya

    (Erbaa Istiklal Secondary School, Tokat 60500, Turkey)

  • Mahadi Bahari

    (Department of Information Systems, Faculty of Management, Universiti Teknologi Malaysia, Johor Bahru 81310, Malaysia)

Abstract

This study aims to investigate the impact of an educational game created using Arduino on the learning of genetics by secondary school students. To assess the effectiveness of the game, Solomon’s four-group design was employed. A total of 72 8th-grade students, comprising 30 boys and 42 girls, were randomly selected and divided into different groups. The experimental groups were taught using the educational game, while the control groups received conventional instruction. The results of the comparison test indicated no statistically significant differences in the academic performance of students between the experimental and control groups. However, the findings suggested that the educational game had a positive impact on the students’ academic success to a considerable extent and was as effective as traditional teaching methods. Moreover, the digital game had the potential to increase student engagement by enhancing their motivation, interest, and participation in science classes. This could contribute to promoting environmentally sustainable practices in schools and ensuring that all students receive a high-quality education, thereby contributing to the sustainability of the educational system.

Suggested Citation

  • Ibrahim Arpaci & Abdullah Kaya & Mahadi Bahari, 2023. "Investigating the Influence of an Arduino-Based Educational Game on the Understanding of Genetics among Secondary School Students," Sustainability, MDPI, vol. 15(8), pages 1-11, April.
    • Handle: RePEc:gam:jsusta:v:15:y:2023:i:8:p:6942-:d:1128362
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    References listed on IDEAS

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    1. Mona L. Schönfelder & Franz X. Bogner, 2020. "Between Science Education and Environmental Education: How Science Motivation Relates to Environmental Values," Sustainability, MDPI, vol. 12(5), pages 1-14, March.
    2. Carlie D. Trott & Andrea E. Weinberg, 2020. "Science Education for Sustainability: Strengthening Children’s Science Engagement through Climate Change Learning and Action," Sustainability, MDPI, vol. 12(16), pages 1-24, August.
    3. Clara Vasconcelos & Nir Orion, 2021. "Earth Science Education as a Key Component of Education for Sustainability," Sustainability, MDPI, vol. 13(3), pages 1-11, January.
    4. Ascensión Palomares-Ruiz & Antonio Cebrián & Emilio López-Parra & Eduardo García-Toledano, 2020. "ICT Integration into Science Education and Its Relationship to the Digital Gender Gap," Sustainability, MDPI, vol. 12(13), pages 1-9, June.
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    Cited by:

    1. Jussi S. Jauhiainen & Agustín Garagorry Guerra, 2023. "Generative AI and ChatGPT in School Children’s Education: Evidence from a School Lesson," Sustainability, MDPI, vol. 15(18), pages 1-22, September.

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