Abstract:

The stark contrast between the importance of science and its diminishing appeal among students calls for innovative pedagogical strategies. The present study investigates the perceptions of pre-university students towards the Science curriculum in Compulsory Secondary Education (ESO) and aims to examine the impact of an innovative Technology-Assisted Learning (TAC) tool, a GDB (Gamified Digital Book), on their learning experience.

The research aimed to:
(1) explore student perceptions of and readiness for Information and Communication Technologies (ICT) and TAC tools in learning;
(2) assess the difficulty levels of theoretical units offered by the GBD; and
(3) measure the improvement in student performance within the GBD's theoretical units.

A hybrid methodology was employed. Initially, data were gathered from 157 fourth-year ESO students through a Likert-scale questionnaire. Subsequent phases involved the deployment of the GBD Top Chemist tool in a quasi-experimental design across 10 secondary schools, gathering information from 561 students in a total of 2 countries, enabling the assessment of the tool's educational efficacy.

The findings reveal a disconnect between student interest and traditional teaching methods. The lack of understanding and over-reliance on memorization contribute to student disengagement. The GBD emerges as a promising educational medium, particularly for elucidating complex scientific concepts, though it requires further refinement in areas such as Stoichiometry. The study highlights the potential of game-based learning in increasing student participation, motivation, and knowledge retention. The conclusive advocacy is for the judicious incorporation of digital tools into science education to create a more dynamic and student-aligned learning environment.

Keywords:

Science Education, Game-Based Learning, ICT in Education, Student Engagement.