Date of Award
Summer 2025
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Lucas Lima de Vasconcelos
Abstract
According to both national and local data, students in high school biology classes are disengaged in content learning and do not demonstrate sufficient understanding of the content taught during units focused on the mechanisms of heredity and gene expression. Traditional teaching methods do not hold their interest which leads to disengagement and missed learning opportunities. The purpose of this action research was to evaluate the effect of digital game-based learning lessons on biology 1 students’ engagement and content knowledge application regarding the mechanisms of heredity and gene expression, as well as on the students’ perceptions of their digital game-based learning experience. This study addresses the following questions:RQ1: How and to what extent does the use of digital game-based learning lessons impact the engagement of biology 1 students during the units of study on mechanisms of heredity and gene expression?RQ2: How and to what extent does the use of digital game-based learning lessons impact the content knowledge of biology 1 students about the mechanisms of heredity and gene expression?RQ3: What are biology 1 students' perceptions about the digital game-based learning lessons on their learning experience during the units of study on mechanisms of heredity and gene expression?
Digital game-based learning lessons were implemented to teach the mechanisms of heredity and gene expression units. This mixed-methods study involved 18 high school students enrolled in a grade-level college preparatory biology course at the school of interest. Triangulation of data from participant surveys, participant observations, participant interviews, teacher log entries, and a pre–posttest yielded holistic answers to the research questions. Quantitative data were analyzed using descriptive statistics and inferential statistics. Qualitative data underwent deductive thematic analysis. Data analysis demonstrated digital game-based learning lessons significantly improved content knowledge and boosted behavioral and cognitive engagement. It also addressed behavioral trends related to ATLAS lesson model components and reveal six themes from which implications were drawn.
Rights
© 2025, Rebecca Anne Valencia
Recommended Citation
Valencia, R. A.(2025). Lessons in Game Use: Examining Engagement and Content Knowledge with the Use of Digital Game-Based Learning Lessons in Biology. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8377