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I Arrived at the Sun! Developing an Educational Board Game with the Collaboration of Pre-Service Art and Pre-Service Science Teachers

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Title: I Arrived at the Sun! Developing an Educational Board Game with the Collaboration of Pre-Service Art and Pre-Service Science Teachers
Language: English
Authors: Ferhunde Küçüksen Öner (ORCID 0000-0001-5251-4327), Ayla Cetin-Dindar (ORCID 0000-0003-3086-163X), Hazal Sari (ORCID 0000-0002-1530-730X)
Source: European Journal of Education. 2024 59(2).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 13
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 5
Intermediate Grades
Middle Schools
Higher Education
Postsecondary Education
Descriptors: Grade 5, Educational Games, Game Based Learning, Instructional Materials, Learning Activities, Design Crafts, Preservice Teachers, Art Teachers, Science Teachers, Astronomy, Feedback (Response)
DOI: 10.1111/ejed.12629
ISSN: 0141-8211
1465-3435
Abstract: The aim of this study was to describe the design process of an educational board game, the Planet-Dart. This board game design is based on the science curriculum and aims to enhance middle school students' basic concepts about solar system. The purpose of developing this educational game was to provide an entertaining way for learning science. A pre-service art teacher designed the game with the support of two pre-service science teachers. The pilot study was conducted with two middle school students, and with the feedback based on the pilot study the pre-service art teacher made modifications to the game. Then, the main implementation of the game was conducted in a real-classroom environment with 60 middle school students by one pre-service science teacher and two science teachers. The qualitative results revealed that this game was an enjoyable and effective learning tool to play among middle school students. In addition, the pre- and in-service science teachers emphasized that there was an entertaining learning environment during the play. Based on these findings, the developed educational board game could enhance students' learning outcomes and entertainment.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1425494
Database: ERIC
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  Value: <anid>AN0177377920;eje01jun.24;2024May23.07:05;v2.2.500</anid> <title id="AN0177377920-1">I arrived at the sun! Developing an educational board game with the collaboration of pre‐service art and pre‐service science teachers </title> <p>The aim of this study was to describe the design process of an educational board game, the Planet‐Dart. This board game design is based on the science curriculum and aims to enhance middle school students' basic concepts about solar system. The purpose of developing this educational game was to provide an entertaining way for learning science. A pre‐service art teacher designed the game with the support of two pre‐service science teachers. The pilot study was conducted with two middle school students, and with the feedback based on the pilot study the pre‐service art teacher made modifications to the game. Then, the main implementation of the game was conducted in a real‐classroom environment with 60 middle school students by one pre‐service science teacher and two science teachers. The qualitative results revealed that this game was an enjoyable and effective learning tool to play among middle school students. In addition, the pre‐ and in‐service science teachers emphasized that there was an entertaining learning environment during the play. Based on these findings, the developed educational board game could enhance students' learning outcomes and entertainment.</p> <p>Keywords: educational game; pre‐service art teacher; pre‐service science teacher; science education; solar system</p> <p>Play is our brain's favorite way of learning. Diane Ackerman</p> <hd id="AN0177377920-2">INTRODUCTION</hd> <p>Science education is of great importance in modern society for several reasons. Understanding and applying scientific concepts is critical to developing new technologies and improving existing ones. Science education helps individuals understand the natural world and make decisions about their environment and personal health. Science education also promotes critical thinking skills via asking questions, evaluating evidence, and drawing conclusions based on empirical data. In addition, science education is essential to addressing global challenges such as climate change, pandemics, and food security. Scientists and researchers are working to solve these complex problems, and science education is critical to training the next generation of problem‐solvers. Hence, science education is essential for individuals and society as a whole. It fosters critical thinking skills, advances technology, and helps individuals make informed decisions about their environment and personal health.</p> <p>Astronomy has always been a fascinating topic for society and researchers as well. Students are also interested in stars, black holes, the day–night cycle, the seasons, eclipses, meteor showers, shuttles, satellites, etc. This interest can increase their motivation to learn science. They have been experiencing astronomical events in their everyday life and gather knowledge through these experiences. Therefore, students usually have initial ideas about these concepts before learning in class since they face these concepts in their everyday life. On the other hand, this knowledge is not always coherent with scientific explanations, and these initial ideas may be quite different from scientific conceptions (Driver et al., [<reflink idref="bib9" id="ref1">9</reflink>]; Sanders, [<reflink idref="bib23" id="ref2">23</reflink>]), which are called alternative conceptions or misconceptions (Anderson et al., [<reflink idref="bib1" id="ref3">1</reflink>]). Alternative conception term is used throughout the paper. Studies have revealed that students hold many alternative conceptions about astronomy concepts (e.g., Kikas, [<reflink idref="bib14" id="ref4">14</reflink>]; Korur, [<reflink idref="bib16" id="ref5">16</reflink>]; Trumper, [<reflink idref="bib27" id="ref6">27</reflink>], [<reflink idref="bib28" id="ref7">28</reflink>]; Trundle et al., [<reflink idref="bib33" id="ref8">33</reflink>]; Vosniadou et al., [<reflink idref="bib35" id="ref9">35</reflink>]), pre‐service science teachers (e.g., Bektaşlı, [<reflink idref="bib3" id="ref10">3</reflink>]; Frede, [<reflink idref="bib12" id="ref11">12</reflink>]; Trumper, [<reflink idref="bib30" id="ref12">30</reflink>]; Trundle et al., [<reflink idref="bib31" id="ref13">31</reflink>], [<reflink idref="bib32" id="ref14">32</reflink>]), and in‐service science teachers as well (e.g., Brunsell & Marcks, [<reflink idref="bib5" id="ref15">5</reflink>]; Kanlı, [<reflink idref="bib13" id="ref16">13</reflink>]). The most widespread alternative conceptions are "The reason for seasons is the Earth is closer to the Sun in summer", "Day‐night cycle is caused by the Earth moving around the Sun", "The cause of the Moon's phases is that the Moon moves into the Earth's shadow", and "The Moon does not rotate on its axis", etc. As mentioned in the literature, many alternative conceptions have been reported about the solar system, and this subject is mainly in the science education curricula for middle schools. Based on the science education curriculum in Grades 5 and 6 (MoNE, [<reflink idref="bib18" id="ref17">18</reflink>]), the basic concepts in the solar system are "The structure and properties of the Sun and Moon", "Motions and phases of the Moon", "The relative motions of the Sun, Earth and Moon", "The Solar System", and "Solar and Lunar Eclipses". Learning these concepts demands abstraction capabilities, but this is challenging for middle‐grade students. Hence, these concepts should be taught as concretely as possible, and the importance of physical models has been emphasized for a better conceptual understanding of astronomical concepts (e.g., Lelliott & Rollnick, [<reflink idref="bib17" id="ref18">17</reflink>]; Shen & Confrey, [<reflink idref="bib24" id="ref19">24</reflink>]).</p> <p>Science education has always been challenging for many students, and teachers are constantly seeking new ways to engage students and promote their learning (Bisard & Zeilik, [<reflink idref="bib4" id="ref20">4</reflink>]; Diakidoy & Kendeou, [<reflink idref="bib8" id="ref21">8</reflink>]). Educational games have been proposed as a possible solution to this problem, as they are believed to be an effective tool for promoting student engagement and learning outcomes in science education (Kirriemuir & McFarlane, [<reflink idref="bib15" id="ref22">15</reflink>]; Plass et al., [<reflink idref="bib19" id="ref23">19</reflink>]). Salen and Zimmerman ([<reflink idref="bib22" id="ref24">22</reflink>]) defined a game: "A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome". Studies have revealed that educational games can engage learners and help them to acquire and retain knowledge and skills (e.g., Clapson et al., [<reflink idref="bib7" id="ref25">7</reflink>]; Fensham & Bellocchi, [<reflink idref="bib10" id="ref26">10</reflink>]; Zhang et al., [<reflink idref="bib36" id="ref27">36</reflink>]). Educational games enhance the active learning process and can help make learning more enjoyable and fun, increasing motivation and engagement. They can also provide learners with opportunities to explore and experiment in a safe and interactive environment, which can help to reinforce learning.</p> <p>In science education, educational games can be particularly effective in helping learners understand and remember complex and abstract scientific concepts, processes, and phenomena. Games can also help learners to develop important scientific skills, such as critical thinking, problem‐solving, and data analysis (e.g., Clapson et al., [<reflink idref="bib7" id="ref28">7</reflink>]; Fishovitz et al., [<reflink idref="bib11" id="ref29">11</reflink>]; Spiegel et al., [<reflink idref="bib26" id="ref30">26</reflink>]; Veldkamp et al., [<reflink idref="bib34" id="ref31">34</reflink>]). However, it is important to note that not all educational games are equally effective. The design of the game, the learning objectives, and the intended audience are all critical factors that can affect the effectiveness of educational games as learning tools. When designing educational games for science education, it is important to ensure that they are grounded in scientific principles, challenging but not frustrating, and accessible and engaging for a wide range of learners. Kirriemuir and McFarlane ([<reflink idref="bib15" id="ref32">15</reflink>]) conducted a literature review on games and learning and found that games can be engaging and motivating for learners and can help to develop a range of skills, including problem‐solving, decision‐making, and critical thinking. Russell ([<reflink idref="bib21" id="ref33">21</reflink>]) added that board games need significant preparation regarding the set of materials. Shute and Ke ([<reflink idref="bib25" id="ref34">25</reflink>]) also noted that educational games could be used for assessment purposes and can provide valuable feedback to learners and teachers about the effectiveness of the learning experience.</p> <p>This study describes the methodology of designing, developing, implementation testing, and evaluating the process of an educational game for middle school students in science education. The designed educational game is appropriate for teaching and learning the "Solar System" unit. The aim of including pre‐service art teachers in developing an educational board game process was that pre‐service science teachers could successfully handle the scientific issues, but the creativity part in a board game could still be deficient. Since pre‐service art teachers are imaginative, good at art, and have experience with colours and materials, they were included in the designing section of the educational board game. Moreover, pre‐service art teachers, during their academic journey, take coursework specifically focused on interactive design principles, such as design, drawing, perspective, graphic design, art studio (painting, sculpture, etc.), and visual art programs. In addition, they take pedagogical courses related to visual arts learning and teaching. Besides, the art education program outcomes include "Designs effective materials in accordance with the visual arts field and the student's needs." and "Designs versatile, safe and measurable learning environments for students' needs." (Program Outcomes, [<reflink idref="bib20" id="ref35">20</reflink>]). This background, coupled with their passion for art and education, positions them as a valuable contributor to the design process, ensuring the development of a visually compelling and pedagogically sound educational game.</p> <p>Therefore, this study aimed to design, develop, implement‐test, and evaluate an educational board game for teaching and learning "Solar System" unit for middle school students. In addition, to put evidence for useful input for the effectiveness of the educational board game and use it in practice.</p> <p>The research questions were as follows:</p> <p></p> <ulist> <item> What are middle school students' ideas about the educational board game the Planet‐Dart?</item> <p></p> <item> What are science teachers' ideas about the educational board game the Planet‐Dart?</item> </ulist> <hd id="AN0177377920-3">METHODOLOGY</hd> <p></p> <hd id="AN0177377920-4">Participants</hd> <p>One pre‐service art teacher participated in this study to design an educational game. Two pre‐service science teachers participated in this study to support a newly designed educational game regarding science concepts. All three pre‐service teachers were in their sixth semester when the designing process began. The designing and developing of an educational game process continued till the end of the seventh semester. Both art education and science education programs are eight‐semester programs.</p> <hd id="AN0177377920-5">Designing of an educational board game</hd> <p>The design of an educational game for teaching and learning "Solar System" unit was done by a pre‐service art teacher (co‐author of the study). The name of this educational game was labelled as "Planet‐Dart". The Planet‐Dart game was designed by a pre‐service art education teacher with the support of two pre‐service science teachers, an expert in art education (co‐author of the study), and an expert in science education (co‐author of the study). The designing process started in the 2021–2022 spring semester and continued to the 2022–2023 fall semester. Figure 1 shows the design and development process of the educational game. In addition, the effectiveness of the educational board game was tested in the teaching and learning environment.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01jun24/ejed12629-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12629-fig-0001.jpg" title="1 The designing and development process of the educational board game, "Planet‐Dart"." /> </p> <p></p> <p>For the designing process of an educational game, the first step was to decide the topic of the game. It was decided to be "Solar System" with pre‐service art and pre‐service science teachers. The science education curricula have objectives about this topic in Grades 5 and 6 (MoNE, [<reflink idref="bib18" id="ref36">18</reflink>]). This topic was abstract and appropriate for designing an educational game, and the studies in science education have revealed that middle school students usually have alternative conceptions about the topic (as mentioned in the introduction part). At this step, the pre‐service art teacher was told that she could design a new game by using her imagination, as well as adapt existing familiar games, including science concepts. She was also told that the most crucial goal of the game would be to improve a positive interaction between science and learning, and to meet the need for in‐class materials. Additionally, the target of this game would be to provide students with an easy, memorable, fun and exciting learning experience by minimizing alternative conceptions for the aforementioned concepts. During the development process, the role of the pre‐service science teachers was to support the designing process of the educational game by giving explanations about the topic and providing other information about the concepts. Throughout the design process of the educational game, the pre‐service art and science teachers always stayed in touch.</p> <p>For the designing process of an educational game, the next step was to get the initial ideas from the pre‐service art teacher. After deciding the topic, the pre‐service art teacher had a month to think about an educational game. She generated some ideas within the scope of objectives in the science education curricula and gave details of these ideas at the meeting with the pre‐service art teachers, pre‐service science teachers, and the experts in science and art education. The pre‐service science teachers considered the scientific part of the game, and the pre‐service art teachers thought about the educational game's design during this discussion section.</p> <p>For the third step, the pre‐service art teacher drew the sketch of the game and presented the game to the pre‐service art teachers, pre‐service science teachers, and the science and art education experts. She gave the details of the game, how to play the game and the rules of the game. The pre‐service art teachers gave feedback about the design of the game. For instance, the initial idea was to use cardboard as a material, but based on the feedback from pre‐service art teachers and experts, the pre‐service art teacher decided to use a hardboard because of being harder material and to be a long‐lasting educational board game for using in the learning environment. Digital printing was also suggested on hardboard to be more durable. In addition, the tokens were discussed to be pebble stones attributing meteorites. Other feedbacks were such as changing the colour of the board, changing the Sun and the Earth pictures on the chance and penalty cards (there was a picture of the Sun on the chance card and there was a picture of the Earth on the penalty card, the exchange was suggested), for putting all the game set altogether a box (including printing pictures of planets on the box) idea was given, an instruction sheet idea was also given to write the rules of the game, etc.</p> <p>Meanwhile, the pre‐service science teachers wrote questions (questions on the board and penalty cards) about the solar system to include in the board game. The pre‐service science teachers researched alternative conceptions about the topic and especially questions in the penalty cards were written based on these alternative conceptions (such as "A day is the time it takes the Earth to move around the Sun." [Trumper, [<reflink idref="bib29" id="ref37">29</reflink>]]). The sample questions on the board are: "Say the order of the planets", "What are the phases of the Moon?" etc., and the sample questions for the penalty cards are: "What causes day and night?", "How long is the Earth's spin around its own axis?", "What direction does Earth turn?", etc.</p> <p>For the next step, the pre‐service art teacher developed the design of the educational game based on feedback and recommendations. The pre‐service art teachers, the pre‐service science teachers, and the experts in art and science education checked whether the educational game's prototype and features were ready for pilot testing during the meeting. Some suggestions about the rules of the game were given. The effectiveness of the educational board game refers to a game that reinforces learning, is usable, entertains, and promotes sociability. The content is: the properties of the Sun and spin movement, the properties and movement of the Moon, the movement of the Sun, the Earth and the Moon, the solar and lunar eclipses, and the primary planets in our Solar System.</p> <hd id="AN0177377920-7">Data analysis</hd> <p>During the designing and development process of the educational game, to ensure the validity of the game, students' and teachers' opinions were collected. The first data collection was done during the pilot testing with two middle school students, and the next data collection was done during the implementation testing with one pre‐service science and two in‐service science teachers and their students. The qualitative data was derived from the students' and teachers' written responses about the educational game. The participants were just asked to write their ideas in terms of the design, content, and entertainment of the educational game. In this current study, the qualitative data were subjected to a rigorous analysis process using thematic coding. Initially, to analyse the qualitative data, the written responses were systematically reviewed by two researchers independently to identify recurring themes and patterns. Following this, a coding framework was developed, incorporating both predetermined codes aligned with the categories (the design, content, and entertainment of the educational game) and emergent codes that surfaced during the analysis. Two researchers (also the writers of this study) engaged in the coding process, ensuring a robust and comprehensive understanding of the content. To establish the reliability of the coding, inter‐coder discussions were conducted to address any discrepancies and refine code definitions. The educational game was played at three different middle schools during the implementation testing, and thereby, the game was tested at different locations. This systematic and iterative process, combining thematic coding and inter‐coder discussions, aimed to enhance the credibility and trustworthiness of our qualitative findings.</p> <hd id="AN0177377920-8">The pilot testing</hd> <p>A pilot testing was conducted with the prototype of the educational board game, the Planet‐Dart, with two middle school students (Grade 5), one female and one male (Figure 2). These students were selected purposefully to collect rich data. The students chosen for the pilot testing phase were intentionally selected to ensure the acquisition of rich and comprehensive data regarding the effectiveness of the educational game. This purposeful selection process considered various factors to represent the diversity inherent in the middle school student population. The students were chosen based on their distinct learning styles, ensuring that the educational game accommodates a spectrum of approaches to learning (the female student was a more visual learner, and the male one was a more kinesthetic learner who grasped concepts more effectively through hands‐on activities). The students with diverse performance levels were included to gauge how the game influences learners with varying skill sets (the female student was academically high achiever, and the male one at an average level). Furthermore, gender was also taken into account to enhance how the educational game impacts learners across different genders. The selection process also considered the convenience of reaching the students, ensuring practical access to participants while adhering to ethical standards. Informed consent was obtained from the students and their parents, ensuring transparency and respect for participants' rights throughout the pilot testing phase. The board game was piloted to verify that the game guide and the written rules could be followed and clear to be played. The questions in the game were easy to understand and feasible. The students read the instructions and played the game for nearly thirty minutes without help. They were asked questions about the game's design, content, and entertainment. These questions were whether the instructions were clear, whether there were any unclear rules, whether the questions in the game were appropriate to their level, the difficulty of the questions, any deficiencies in the game, whether the game was instructive, if they were the designer of the game what they would like to change, and whether they enjoyed the game.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01jun24/ejed12629-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12629-fig-0002.jpg" title="2 The pilot study with two Grade 5 students." /> </p> <p></p> <p>After playing the game, the students gave feedback on the game. This feedback was collected in three categories: design, content, and entertainment (Table 1). The students mainly liked the game but also expressed some deficiencies. The main point was the number of questions on the board, chance cards, and penalty cards. They mentioned that since there were fewer questions, at some point, the play came to a stop, and this decreased the excitement of the game.</p> <p>1 TABLE The students' feedback about the Planet‐Dart game.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Category</th><th align="left">Positive codes</th><th align="left">Negative codes</th></tr></thead><tbody valign="top"><tr><td align="left">Design</td><td align="left">The game was practical and handy; all materials were in the boxColourful design was attractive</td><td align="left" /></tr><tr><td align="left">Content</td><td align="left">The level of the questions was appropriateThe questions were easy to answerThe game was instructive; they practiced their knowledge about the Sun, Earth, and Moon</td><td align="left">The number of chance cards should be increasedThe number of penalty cards should be increasedThe questions on the board should be increased</td></tr><tr><td align="left">Entertainment</td><td align="left">They enjoyed playing the game</td><td align="left">The game would be more enjoyable, exciting, and flowing if there were more questions</td></tr></tbody></table> </ephtml> </p> <p>The modifications of the educational board game were done based on the student's feedback, and the pre‐service art teacher made improvements to the game. The number of questions on the board increased. There were empty spaces on the board, and the students expressed that the play ended very shortly and there was a need to increase the number of questions. The pre‐service art teacher added more questions on the board with the collaboration of pre‐service science teachers, and nearly all empty spaces were filled with questions. In addition, they mentioned that the board game was enjoyable, the level of the questions (the questions on the board and penalty questions) were appropriate to their level, and they liked the game's design. Therefore, the number of questions on the board increased from nine to fifteen. Based on this feedback and recommendations, the pre‐service art teacher gave the final version of the educational game, the Planet‐Dart. Hence, the board game was ready to implement in a real‐classroom environment.</p> <hd id="AN0177377920-10">Implementation testing</hd> <p>A pre‐service science teacher and two science teachers implemented the developed educational game at three different middle schools in the 2022–2023 academic year (Figure 3). The game was played by 60 students in science classes (approximately 20 students in each class). The pre‐service science teacher (who also took part in the development process of the educational board game) implemented the educational board game at Grade 5 middle school students. The in‐service science teachers implemented the game at Grade 6 middle school classes. These classes (Grade 5 and Grade 6) were selected with purposeful sampling. All schools follow the national curriculum, and the game was designed based on this curriculum (MoNe, [<reflink idref="bib18" id="ref38">18</reflink>]). Students played the game during the class hour in groups. The game was played in one 40‐min class. The game can be played with up to six players; thus, the students were placed into six groups. One group played the Planet‐Dart board game, and others played other games. After the games ended, the groups exchanged the games. The teachers observed the students and supported them when they had questions about the game rules or questions. After the implementation, both teachers and students were asked questions in order to evaluate the educational game in terms of design, content, teaching and learning, and entertainment.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01jun24/ejed12629-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12629-fig-0003.jpg" title="3 The students playing the Planet‐Dart game in a class." /> </p> <p></p> <hd id="AN0177377920-12">EVALUATION OF THE EDUCATIONAL GAME</hd> <p>Data were collected using students' written ideas about the game. The students were asked to write their honest opinions about the Planet‐Dart game after playing the game. The students were not asked direct questions; they were just asked to write their ideas in terms of design, content, and entertainment of the educational game. Additionally, science teachers wrote their views/feedback about the game and the student's reactions to the game. Both teachers' and students' responses were coded by the researchers of this study.</p> <p>Results indicated that the majority of the students enjoyed playing the Planet‐Dart game (Table 2). The students mentioned that the game was pleasant, instructive, easy, and enjoyable. One of the students wrote: "... I'd gone back a hundred times, but it was such a pleasant game, and I enjoyed it a lot." Another student also said she felt very happy to play the game and liked it. Other mentioned that he practiced his knowledge, and for this, the game was instructive. One student commented: "I had a lot of fun. It was such a colourful and attractive game." Another student wrote: "I liked practicing what I know, and when playing the game I learned also." Overall, the students reported that the game was supportive, cooperated with each other, and felt happy after the game.</p> <p>2 TABLE The students' comments on the Planet‐Dart game.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Category</th><th align="left">Positive codes</th><th align="left">Negative codes</th></tr></thead><tbody valign="top"><tr><td align="left">Design</td><td align="left">The rules were easy to understand</td><td align="left" /></tr><tr><td align="left">The game was easy to play</td></tr><tr><td align="left">The game was attractive</td></tr><tr><td align="left">Content</td><td align="left">The game had easy questions to answer</td><td align="left">The game had difficult questions to answer</td></tr><tr><td align="left">The game was instructive</td></tr><tr><td align="left">Entertainment</td><td align="left">The game was pleasant</td><td align="left">The game was boring</td></tr><tr><td align="left">The game was enjoyable</td></tr><tr><td align="left">The game was competitive</td></tr></tbody></table> </ephtml> </p> <p>Participants also criticized the game; they mainly wrote that the number of questions on the board was less in quantity and more questions should be added. One student wrote: "Some questions were difficult, I didn't know the answers, but my friends told me. There should be more questions. The play finished quickly." Some questions were constructed based on alternative conceptions, especially the penalty cards, and some students had difficulty answering those questions. A student wrote: "I am confused with some questions. They were difficult to answer. My friends told me the correct answer." On the other hand, some students expressed that the questions in the game were easy to reply to and more challenging questions should be included on the board and penalty cards. One of the students wrote: "... it was enjoyable, but there was no question at the end of the game, and this was boring. It would be better if there were a question at the end of the game." Therefore, the students mostly suggested increasing the questions on the board and the cards.</p> <p>Data were also collected from the pre‐service and in‐service science teachers. The science teachers wrote their ideas about the educational game the Planet‐Dart, and they expressed the pros and cons of the game. During the implementation, the teachers also observed the reactions of the students regarding the educational game and directly took notes, and they also took these reactions into account when writing their suggestions. The qualitative analysis of the teacher data revealed the game was enjoyable, instructive, competitive, and socialized the students. The teachers mentioned that the game practiced the students' knowledge about the topic. In addition, they expressed that the board game covers the objectives of the subject and effectively supports the implementation of the subject. They mentioned that students can learn new information and reinforce their previous knowledge about the solar system.</p> <p>During the play, the teachers observed the students, and they realized that getting a sticker for a correct answer increased their motivation. They also said that the chance and penalty cards added enjoyment to the play. One science teacher expressed that the students worked cooperatively to answer the questions, and students at different levels encouraged each other for correct answers, which fostered peer learning. Another science teacher supported this outcome as well; she mentioned that in the planet‐dart game, the students specified the planets, thought about the features of the planets, answered the questions quickly, gave feedback and communicated with each other, and provided the opportunity to develop social skills in accordance with the rules. Both pre‐ and in‐service teachers emphasized that the game improved students' emotional and social characteristics. On the other hand, the same as the students, the science teachers also stated that more questions should be included, especially on the inner part of the board.</p> <p>Overall, based on the students' and teachers' ideas, it could be said that the Planet‐Dart game was enjoyable for students to play and fulfilled the objectives of the Solar System (Figure 4). On the other hand, the game needed a minor revision regarding the number and difficulty of the questions. The description and details of the game are presented at the Table 3.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/EJE/01jun24/ejed12629-fig-0004.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="ejed12629-fig-0004.jpg" title="4 The "Planet‐Dart" Game Set (the box of the game, the game guide, the board, tokens, stickers, chance cards, and penalty cards)." /> </p> <p></p> <p>3 TABLE The details of the final version of the Planet‐Dart game.</p> <p> <ephtml> <table><thead valign="bottom"><tr><th align="left">Properties</th><th align="left">Definition</th></tr></thead><tbody valign="top"><tr><td align="left">Name of the game</td><td align="left">"Planet‐Dart" [Gezengen‐Dart]</td></tr><tr><td align="left">Description</td><td align="left">The Planet‐Dart game is a board game for students 11 and up. This game includes questions about Solar System. The teacher can include this game in the learning environment, or students may play this game as an activity outside the classroom. This game can be played individually or in groups (max of six groups). The tokens are pebble stones attributing meteorites</td></tr><tr><td align="left">Target group</td><td align="left">Middle school students</td></tr><tr><td align="left">Set contains</td><td align="left">Includes a game board (in 6 pieces), 15 chance cards, 15 penalty cards, 2 star stickers, 26 well‐done stickers, 2 dice, 6 tokens, 1 box and the game guide</td></tr><tr><td align="left">Number of players</td><td align="left">2–6 players</td></tr><tr><td align="left">Object</td><td align="left">The game's object is to reach the target "Sun" in the first place</td></tr><tr><td align="left">Rules of the game</td><td align="left">Connect the pieces of the game board and place the board on a table/deskMix the chance cards and put them face down on their allotted spaces on the board. Mix the penalty cards and put them face down on their allotted spaces on the boardEach player chooses one token to represent him/her. Roll the dice. The player with a higher score starts the playRoll the dice. Move your token in the direction of the arrow as the value of the dice. When the player lands on "chance" spaces, takes the top card from the chance deck, follows the instructions and returns the card facedown to the bottom of the deck. These chance cards include basic directions such as "ahead one step forward" or "go one step back"When the player lands on the "question" spaces, the player answers the question. If the player gives the wrong answer, the player takes a penalty card. If the player gives a correct answer to the penalty card, gets well‐done sticker, and the player is in the play. If the player gives a wrong answer to the penalty card, waits for one hand, and does not take another turn. The questions on the board are fundamental questions about the Solar System, and the penalty cards include more difficult conceptual questionsThe turn is for the next playerThe player who reaches the target "Sun" for the first place gets a star sticker</td></tr></tbody></table> </ephtml> </p> <hd id="AN0177377920-14">CONCLUSION AND IMPLICATIONS</hd> <p>Educational games not only positively affect student learning outcomes and promote learning but also the games enhance motivation and engagement. The developed educational board game, the Planet‐Dart, was designed for specific goals from the science curricula and supplemented with questions about the solar system to engage students in the teaching and learning environment. The targeted purpose was successfully reached because the board game generated interest and motivation in the students. Additionally, this Planet‐Dart promoted learning among students; the students gave correct responses to the questions, and the game was also in a competitive manner, requiring the students to compete with one another. The qualitative findings supported these claims that this developed board game took the students' interest in the subject. Students' alternative conceptions were considered for some questions (especially on the penalty cards) in the game. Therefore, student attention is also noticed in these alternative conceptions. This educational game can facilitate teaching and learning by being practical, easy, fun, and engaging. A teacher can also use this game as an alternative assessment tool and practice students' knowledge about the Solar System, as suggested in Shute and Ke ([<reflink idref="bib25" id="ref39">25</reflink>]). Science teachers, to practice scientific concepts, can arrange a tournament (some students can be players, and some of them can be referees to check the answers) with this educational board game, and students can compete for the first prize. The questions on the penalty cards could be differentiated based on student's level. This game could be played during class or out of class; hence, it is practical and handy, and all materials are in a box. The board contains basic questions about the concepts; however, based on the level of the students, teachers can change questions on the penalty cards. More detailed and challenging questions can be included based on students' level. Hence, this educational board game is appropriate for reviewing the concepts.</p> <p>The evaluation results of this educational game indicated that traditional educational games are still a part of the learning environment. They could promote scientific knowledge and motivation to learn. Similar findings are also reported in other studies indicating that educational games improve students' learning and motivate students to learn science (e.g., Battersby et al., [<reflink idref="bib2" id="ref40">2</reflink>]; Cardona et al., [<reflink idref="bib6" id="ref41">6</reflink>]; Spiegel et al., [<reflink idref="bib26" id="ref42">26</reflink>]). In addition, just the idea of playing a game in a classroom environment might intrinsically motivate students. Playing games creates a closer environment (student–student or student‐teacher interaction) in which students can freely express their feelings and ideas about concepts. This educational game is appropriate for middle school students and an enjoyable tool for practicing their knowledge about the Solar System. Unfortunately, only Grade 5 and 6 middle school students had the opportunity to play the developed game; it could also be tested with Grade 7 and 8 middle school students.</p> <p>The teaching and learning environment could be enjoyable and attractive with educational games; students can learn as well as have fun. This study not only demonstrated pre‐service art teachers' proficiency in designing but also showcased their ability to adapt educational content into engaging and visually appealing game formats. We suggest that this game can also be played in out‐of‐school and at home with family members. This could enhance entertainment and sociability while practicing. It is also suggested that experimental studies could be conducted to investigate the effect of this game on student learning. Science educators and administrators can take into consideration this study's findings for more motivating and engaging teaching and learning environments. Developing different educational games in various subjects is essential for teaching and learning science.</p> <hd id="AN0177377920-15">ACKNOWLEDGEMENTS</hd> <p>We are grateful to all pre‐service art teachers, pre‐service science teachers, and in‐service science teachers for their valuable comments within the study.</p> <hd id="AN0177377920-16">CONFLICT OF INTEREST STATEMENT</hd> <p>None.</p> <hd id="AN0177377920-17">DATA AVAILABILITY STATEMENT</hd> <p>The data that support the findings of this study are available on request from the corresponding author. The data are not publicly available due to privacy or ethical restrictions.</p> <ref id="AN0177377920-18"> <title> REFERENCES </title> <blist> <bibl id="bib1" idref="ref3" type="bt">1</bibl> <bibtext> Anderson, D. L., Fisher, K. M., & Norman, G. J. (2002). Development and evaluation of the conceptual inventory of natural science. 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  Data: I Arrived at the Sun! Developing an Educational Board Game with the Collaboration of Pre-Service Art and Pre-Service Science Teachers
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  Data: <searchLink fieldCode="AR" term="%22Ferhunde+Küçüksen+Öner%22">Ferhunde Küçüksen Öner</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5251-4327">0000-0001-5251-4327</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ayla+Cetin-Dindar%22">Ayla Cetin-Dindar</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3086-163X">0000-0003-3086-163X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Hazal+Sari%22">Hazal Sari</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1530-730X">0000-0002-1530-730X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2024 59(2).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: <searchLink fieldCode="DE" term="%22Grade+5%22">Grade 5</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Games%22">Educational Games</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Design+Crafts%22">Design Crafts</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teachers%22">Preservice Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Art+Teachers%22">Art Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Astronomy%22">Astronomy</searchLink><br /><searchLink fieldCode="DE" term="%22Feedback+%28Response%29%22">Feedback (Response)</searchLink>
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  Data: 10.1111/ejed.12629
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  Data: 0141-8211<br />1465-3435
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  Data: The aim of this study was to describe the design process of an educational board game, the Planet-Dart. This board game design is based on the science curriculum and aims to enhance middle school students' basic concepts about solar system. The purpose of developing this educational game was to provide an entertaining way for learning science. A pre-service art teacher designed the game with the support of two pre-service science teachers. The pilot study was conducted with two middle school students, and with the feedback based on the pilot study the pre-service art teacher made modifications to the game. Then, the main implementation of the game was conducted in a real-classroom environment with 60 middle school students by one pre-service science teacher and two science teachers. The qualitative results revealed that this game was an enjoyable and effective learning tool to play among middle school students. In addition, the pre- and in-service science teachers emphasized that there was an entertaining learning environment during the play. Based on these findings, the developed educational board game could enhance students' learning outcomes and entertainment.
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  Data: 2024
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        Value: 10.1111/ejed.12629
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      – Text: English
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        PageCount: 13
    Subjects:
      – SubjectFull: Grade 5
        Type: general
      – SubjectFull: Educational Games
        Type: general
      – SubjectFull: Game Based Learning
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      – SubjectFull: Instructional Materials
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      – SubjectFull: Learning Activities
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      – SubjectFull: Design Crafts
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Science Teachers
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      – SubjectFull: Astronomy
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      – TitleFull: I Arrived at the Sun! Developing an Educational Board Game with the Collaboration of Pre-Service Art and Pre-Service Science Teachers
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  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ferhunde Küçüksen Öner
      – PersonEntity:
          Name:
            NameFull: Ayla Cetin-Dindar
      – PersonEntity:
          Name:
            NameFull: Hazal Sari
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2024
          Identifiers:
            – Type: issn-print
              Value: 0141-8211
            – Type: issn-electronic
              Value: 1465-3435
          Numbering:
            – Type: volume
              Value: 59
            – Type: issue
              Value: 2
          Titles:
            – TitleFull: European Journal of Education
              Type: main
ResultId 1