Scientific Articulation during Collaborative Digital Game-Based Learning Enhances Learning of Immunology

Area of Science:

• Immunology education
• Digital game-based learning
• Science communication

Background:

• Digital game-based learning (DGBL) is increasingly utilized to enhance understanding of complex scientific concepts.
• Immunology presents significant challenges for learners due to its intricate terminology and processes.
• The COVID-19 pandemic necessitated the exploration of online learning environments, including DGBL.

Purpose of the Study:

• To investigate if collaborative digital game-based learning enhances articulation of scientific terminology and concepts in immunology.
• To determine if playing a digital game leads to greater learning gains compared to passively watching a video.
• To explore the correlation between scientific term articulation and learning outcomes in DGBL.

Main Methods:

• Forty-seven tertiary students (17-19 years old) were assigned to either play a digital immunology game (n=22) or watch a video of the game (n=25) in small groups.
• A pretest-posttest design was employed to measure learning gains.
• Participants completed an activity to document key learning points after the game or video exposure.

Main Results:

• Both groups demonstrated learning gains, but the game-based learning group showed significantly higher gains in procedural knowledge.
• A positive correlation was observed between the number of scientific terms articulated and test score gains in the game group.
• No significant correlation was found between term articulation and learning gains in the video-watching group.

Conclusions:

• Collaborative digital game-based learning appears more effective than passive video observation for improving procedural knowledge in immunology.
• The articulation of scientific terminology during gameplay is linked to enhanced learning outcomes.
• Findings support the design of interactive DGBL for both online and face-to-face immunology education.