Neuroscience-Based Board Games Education Potentially Trains Student Adaptability and Emotional Engagement
DOI:
https://doi.org/10.19184/bioedu.v22i3.53780Keywords:
Adaptability, Board game education, Emotional Engagement, NeuroscienceAbstract
This study seeks to analyze how neuroscience-based board games can enhance students' adaptability skills and emotional engagement in science learning. While board games have been utilized as educational tools, the specific application of neuroscience-based board games to foster 21st-century skills has not been extensively researched. This study was conducted using a quasi-experimental method using a single-group interrupted time-series design, involving 202 seventh-grade science students who completed adaptability and emotional engagement questionnaire instruments before and after the intervention. Data were analyzed using paired t-test and Cohen's d-effect size to determine the effectiveness of learning interventions using neuroscience-based board games. The results showed that neuroscience-based board games significantly increased students' adaptability (t = 31,72; p < 0,001; d = 2,64). The most significant increase was in affective adaptability (d = 6,65), followed by behavioral (d = 2,10) and cognitive (d = 0,19). Students' emotional engagement also significantly increased (t = 18,94; p < 0,001; d = 1,77). This study also revealed that gender differences significantly influence adaptability (p = 0,015; t = -2,47) but do not significantly influence student emotional engagement (p = 0,329; t = 0,98). In addition, differences in socio-economic status have no significant effect on adaptability (p = 0,419; t = 0,81), but there is a significant effect on students' emotional engagement (p = 0,010; t = -2,63). Neuroscience-based board games play a crucial role in science education, particularly in fostering adaptability and emotional engagement.
Downloads
References
Bajaj, N., Belloti, F., Berta, R., & Gloria, A. D. (2016). A Neuroscience Based Approach to Game Based Learning Design. In Games and Learning Alliance. Springer.
Chang, Z., Schwartz, M. S., Hinesley, V., & Dubinsky, J. M. (2022). Neuroscience concepts changed teachers’ views of pedagogy and students. Frontiers in Psychology, 12(August), 1–9. https://doi.org/10.3389/fpsyg.2021.685856
Chen, S. Y., Tsai, J. C., Liu, S. Y., & Chang, C. Y. (2021). The effect of a scientific board game on improving creative problem solving skills. Thinking Skills and Creativity, 41((June)), 100921. Retrieved from https://doi.org/10.1016/j.tsc.2021.100921
de Almeida, L. G., Taschner, N. P., & Lellis-Santos, C. (2021). Outbreak! an online board game that fosters collaborative learning of viral diseases. Journal of Microbiology & Biology Education, 22(1), 1–4. https://doi.org/10.1128/jmbe.v22i1.2539
Deng, R. (2021). Emotionally engaged learners are more satisfied with online courses. Sustainability, 13(20). https://doi.org/10.3390/su132011169
Dorzheeva, A. (2020). Content analysis of the adaptation phenomenon. Scientific and Practical Journal, 14(3), 346–356.
Estévez, I., Rodríguez-Llorente, C., Piñeiro, I., González-Suárez, R., & Valle, A. (2021). School engagement, academic achievement, and self-regulated learning. Sustainability, 13(6). https://doi.org/10.3390/su13063011
Falloon, G. (2020). From simulations to real: Investigating young students’ learning and transfer from simulations to real tasks. British Journal of Educational Technology, 51(3), 778–797. https://doi.org/10.1111/bjet.12885
Feraco, T., Casali, N., Ganzit, E., & Meneghetti, C. (2022). Adaptability and emotional, behavioural and cognitive aspects of self-regulated learning: Direct and indirect relations with academic achievement and life satisfaction. British Journal of Educational Psychology, 93(1), 353–367. https://doi.org/10.1111/bjep.12560
Galay, I. A., & Aizman, R. I. (2023). Gender features of the psychosocial state of students in the period of adaptation to the educational environment of the pedagogical university. Research and Advances in Education, 2(3), 23–27. https://doi.org/10.56397/rae.2023.03.05
Gao, N., Shao, W., Rahaman, M. S., & Salim, F. D. (2020). Predicting in-class emotional, behavioural and cognitive engagement in the wild. Proceedings of the ACM on Interactive, Mobile, Wearable and Ubiquitous Technologies, 4(3), 1–26. https://doi.org/10.1145/3411813
Gladisia, N., Laily, N., & Puspitaningrum, N. S. E. (2022). Gambaran student engagement dalam pembelajaran di era new normal. Jurnal Psikologi: Jurnal Ilmiah Fakultas Psikologi Universitas Yudharta Pasuruan, 9(1), 26–46. https://doi.org/10.35891/jip.v9i1.2763
Gladstone, J. R., Wigfield, A., Eccles, J., Reschly, A. L., & Christenson, S. L. (2022). Situated Expectancy-Value Theory, Dimensions of Engagement, and AcaMotivation and Engagement: Commentarydemic Outcomes. In Handbook of Research on Student Engagement (p. PP. 57-76). Springer International Publishing.
Goleman, D. (1995). Emotional Intelligence. In Gramedia Pustaka Utama.
Greipl, S., Klein, E., Lindstedt, A., Kiili, K., Moeller, K., Karnath, H. O., … Ninaus, M. (2021). When the brain comes into play: Neurofunctional correlates of emotions and reward in game-based learning. Computers in Human Behavior, 125(June), 106946. https://doi.org/10.1016/j.chb.2021.106946
Gunuc, S., & Kuzu, A. (2015). Student engagement scale: vevelopment, reliability and validity. Assessment and Evaluation in Higher Education, 40(4), 587–610. https://doi.org/10.1080/02602938.2014.938019
Havik, T., & Westergård, E. (2020). Do teachers matter? students’ perceptions of classroom interactions and student engagement. Scandinavian Journal of Educational Research, 64(4), 488–507. https://doi.org/10.1080/00313831.2019.1577754
Holliman, A., Cheng, F., & Waldeck, D. (2022). Adaptability, personality, and social support: Examining links with psychological wellbeing among chinese high school students. International Journal of Educational Psychology, 11(2), 125–152. https://doi.org/10.17583/ijep.8880
Kober, S. E., Wood, G., Kiili, K., Moeller, K., & Ninaus, M. (2020). Game-based learning environments affect frontal brain activity. PloS ONE.
Kodden, B. (2020). The Ability to Adapt. In The Art ofSustainable Performance (pp. 25–30). https://doi.org/10.1007/978-3-030-46463-9_4
Kumtepe, A. T., & Ucar, H. (2021). Motivation, Volition, and Engagement in Online Distance Learning. In IGI Global.
Kushairi, N. (2023). Mystery of a super ball: A personal account on a chemistry gamification in promoting soft skills amongst pre-service teachers. Practitioner Research, No.5(July), 1–34. https://doi.org/10.32890/pr2023.5.1
Liu, S., Liu, S., Liu, Z., Peng, X., & Yang, Z. (2022). Automated detection of emotional and cognitive engagement in MOOC discussions to predict learning achievement. Computers & Education, 181, 104461.
Lodge, J. M., Alhadad, S. S. J., Lewis, M. J., & Gašević, D. (2017). Inferring learning from big data: The importance of a transdisciplinary and multidimensional approach. Technology, Knowledge and Learning, 22(3), 385–400. https://doi.org/10.1007/s10758-017-9330-3
Marcus, V. B., Atan, N. A., Salleh, S. M., Tahir, L. M., & Yusof, S. M. (2021). Exploring student emotional engagement in extreme e-service learning. International Journal of Emerging Technologies in Learning, 16(23), 43–55. https://doi.org/10.3991/ijet.v16i23.27427
Melvin, M. C. (2019). Memory Hack: How To Sharpen Your Mind And Improve Your Memory. Blibiomundi.
Moya-Higueras, J., Solé-Puiggené, M., Vita-Barrull, N., Estrada-Plana, V., Guzmán, N., Arias, S., … March-
Llanes, J. (2023). Just play cognitive modern board and card games, it’s going to be good for your executive functions: A randomized controlled trial with children at risk of social exclusion. Children, 10(9). https://doi.org/10.3390/children10091492
Neuharth-Pritchett, S., & Bub, L. K. (2022). Early Childhood Engagement. In Handbook of Research on Student Engagement. https://doi.org/10.1007/978-3-031-07853-8
Ningsih, R. S. (2022). A Survey of University Students’ Engagement in Online. Islamic University of Indonesia.
Oleszkiewicz, S., Weiher, L., & Mac Giolla, E. (2022). The adaptable law enforcement officer: Exploring adaptability in a covert police context. Legal and Criminological Psychology, 27(2), 265–282. https://doi.org/10.1111/lcrp.12209
Owen, G. (2020). What makes climate change adaptation effective? A systematic review of the literature. Global Environmental Change, 62(January), 102071. https://doi.org/10.1016/j.gloenvcha.2020.102071
Parekh, P., Gee, E., Tran, K., Aguilera, E., Pérez Cortés, L. E., Kessner, T., & Siyahhan, S. (2021). Board game design: an educational tool for understanding environmental issues. International Journal of Science Education, 43(13), 2148–2168. https://doi.org/10.1080/09500693.2021.1956701
Peng, H., Ma, S., & Spector, J. M. (2019). Personalized adaptive learning: an emerging pedagogical approach enabled by a smart learning environment. Smart Learning Environments, 6(1). https://doi.org/10.1186/s40561-019-0089-y
Prayogo, A., Khotimah, K., Istiqomah, L., & Maharsi, I. (2023). Students’ emotional engagement in online classes: a conceptual framework. International Journal of Information and Learning Technology, 41(1). https://doi.org/10.1108/IJILT-04-2023-0052
Privitera, G. J. (2017). Statistics for the Behavioral Sciences. https://doi.org/10.2307/1268475
Radzi, S. H. B. M., Ying, T. Y., Abidin, M. Z. Z., & Ahmad, P. A. (2020). The effectiveness of board game towards soft skills development for higher education. Elementary Education Online, 19(2), 94–106. https://doi.org/10.17051/ilkonline.2020.02.111
Radzi, S. H., Ying, T. Y., Abidin, M. Z. Z., Ahmad, P. A., & Zainol, A. Z. (2017). A board game architecture for soft skills development. International Malaysia-Indonesia-Thailand Symposium on Innovation and Creativity (IMIT-SIC), 3(May), 867–873. Retrieved from https://www.researchgate.net/profile/Shanizan_Herman_Mohd_Radzi/publication/327117684_A_board_game_architecture_for_soft_skills_development/links/5b7ac4e8a6fdcc5f8b56ab66/A-board-game-architecture-for-soft-skills-development.pdf
Reinard, J. C. (2006). Communication research statistics. Retrieved from https://www.zora.uzh.ch/id/eprint/186794/%0Ahttps://ijoc.org/index.php/ijoc/article/view/10588
Robinson, G. M., Hardman, M., & Matley, R. J. (2021). Using games in geographical and planning-related teaching: Serious games, edutainment, board games and role-play. Social Sciences & Humanities Open, 4(1), 100208. https://doi.org/10.1016/j.ssaho.2021.100208
Santos. (2023). Board Games as Part of Effective Game-Based Learning Strategies. In In book: Learning, Design, and Technology. https://doi.org/10.1007/978-3-319-17727-4_142-2
She, C., Liang, Q., Jiang, W., & Xing, Q. (2023). Learning adaptability facilitates self-regulated learning at school: The chain mediating roles of academic motivation and self-management. Frontiers in Psychology, 14(May), 1–9. https://doi.org/10.3389/fpsyg.2023.1162072
Sirotiak, T., & Sharma, A. (2019). Problem-based learning for adaptability and management skills. Journal of Professional Issues in Engineering Education and Practice, 145(4). https://doi.org/10.1061/(ASCE)EI.1943-5541.0000420
Somerville, L. H., Jones, R. M., & Casey, B. J. (2010). A time of change: Behavioral and neural correlates of adolescent sensitivity to appetitive and aversive environmental cues. Brain and Cognition, 72(1), 124–133. https://doi.org/10.1016/j.bandc.2009.07.003
Stockinger, K., Rinas, R., & Daumiller, M. (2021). Student adaptability, emotions, and achievement: Navigating new academic terrains in a global crisis. Learning and Individual Differences, 90(June), 102046. https://doi.org/10.1016/j.lindif.2021.102046
Suratno, Wahono, B., Chang, C.-Y., Retnowati, A., & Yushardi. (2020). Exploring a direct relationship between students’ problem-solving abilities and academic achievement: A STEM education at a coffee plantation area. Journal of Turkish Science Education, 17(2), 211–224. https://doi.org/10.36681/tused.2020.22
Tatianchenko, N. P. (2021). Psychological conditions for the formation of adaptation potential of an individual in the learning process. Психология и Психотехника, 62–77.
Trilling, B., & Fadel, C. (2009). 21st century skills: Learning for life in our times (Jossey-Bass, Ed.). A Wiley Imprint.
Ulmanen, S., Soini, T., Pietarinen, J., & Pyhältö, K. (2016). The anatomy of adolescents’ emotional engagement in schoolwork. Social Psychology of Education, 19(3), 587–606. https://doi.org/10.1007/s11218-016-9343-0
van Dam, K., & Meulders, M. (2021). The adaptability scale: development, internal consistency, and initial validity evidence. European Journal of Psychological Assessment, 37(2), 123–134. Retrieved from https://doi.org/10.1027/1015-5759/a000591%0A
van Kleef, G. A., Heerdink, M. W., & Homan, A. C. (2017). Emotional influence in groups: the dynamic nexus of affect, cognition, and behavior. Current Opinion in Psychology, 17, 156–161. https://doi.org/10.1016/j.copsyc.2017.07.017
Viviers, H. A., Fouché, J. P., & Reitsma, G. M. (2016). Developing soft skills (also known as pervasive skills): Usefulness of an educational game. Meditari Accountancy Research, 24(3), 368–389. https://doi.org/10.1108/MEDAR-07-2015-0045
Wahono, B., Sholihah, I.M., Narulita, E. (2023). Visual Content Analysis of STEM-Related Content in Indonesian Vocational High Schools Biology Textbooks. Journal of Science Learning, 6(3). https://doi.org/10.17509/jsl.v6i3.53772
Wahono, B., Narulita, E., Chang, C.-Y., Darmawan, E., & Irwanto, I. (2021). The Role of Students’ Worldview on Decision-Making: An Indonesian Case Study by a Socio-Scientific Issue-Based Instruction Through Integrated STEM Education. Eurasia Journal of Mathematics, Science and Technology Education, 17(11), em2027.
Wolters, C. A., & Taylor, D. J. (2022). A Self-regulated Learning Perspective on Student Engagement. In Handbook of Research on Student Engagement. https://doi.org/10.15760/nwjte.2012.10.1.1
Zhang, K., Wu, S., Xu, Y., Cao, W., Goetz, T., & Parks-Stamm, E. J. (2021). Adaptability promotes student engagement under COVID-19: The multiple mediating effects of academic emotion. Frontiers in Psychology, 11(January), 1–8. https://doi.org/10.3389/fpsyg.2020.633265
Zhu, H. (2023). Exploration and practice of the relationship between college students’ learning adaptation and mental health under the information-based teaching environment of potential Profile Analysis. Journal of Environmental and Public Health, 1–13. https://doi.org/10.1155/2023/2256741
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Bevo Wahono, Tsamara Ghinah Salsabilah Wijaya, Iwan Wicaksono, Astrino Purmanna
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
