MindFall: The Lost Fables: An Educational 2D Game

about Earth and Life Science Focused on Study of Biology

Submitted in Partial Completion of Inquiries, Investigations and Immersion

STI College San Jose Del Monte, Bulacan

STI Academic Center, Quirino Highway, Tungkong Mangga,

San Jose Del Monte City, 3023 Bulacan

Eripin Carza

Zachary Dumadapat

Jimmy Fortaleza

Rhey Celvin Gayo

Raymond Maca

Dwyane Maglaya

Allan Rey Penaflor

Luke James Penaflor

Adriane Gilbert Tica

Arlene Precious B. Manalo

June 2024
 Abstract

The study's results indicate strong support for game-based learning (GBL) in

biology education among students at STI College of San Jose Del Monte. Survey

responses from 55 students revealed high engagement levels, with a mean score of

4.2, and significant improvements in understanding the food chain, scoring 4.44.

Additionally, GBL motivated students to explore further biological information (mean

score of 4.32) and was highly recommended for teaching (mean score of 4.52).

Notably, 85.2% of students found biology difficult but believed it could be learned

more easily through GBL, highlighting its potential as an effective educational tool.
 Acknowledgments
We sincerely thank our research advisor, Ma'am Arlene Precious B. Manalo, for
her essential guidance and expertise, which were crucial in completing this research.
Her mentorship and encouragement have been invaluable throughout this journey,
and we are deeply grateful for her contributions.

We also extend our sincere appreciation to Ma'am Khristine Losaynon, Sir

Enoch Tayanguna, Ma’am Tricia Elejan, and Sir Joshua Mangahas for their vital
assistance in conducting our research survey. Their dedication and support were
crucial in gathering the necessary data and insights, enhancing the quality of our
study.

Special thanks go to the Grade 11 TO, CA, DA, ICT students who generously
participated in our survey, providing valuable feedback and insights that significantly
contributed to the success of our research. Your participation and cooperation are
deeply appreciated.

Lastly, we extend our gratitude to everyone who supported us in various ways

throughout this research journey. Your encouragement and assistance have been
deeply valued.
 Table of Contents

Abstract i

Acknowledgements ii

Table of Contents iii

List of Figures and Tables iv

Chapter One – Background of the Study

Introduction 1

Theoretical Framework 2

Conceptual Framework 4

Research Hypothesis 5

Statement of the Problem 5

Definition of terms 6

Significance of the Study 8

Scope and Limitations/Delimitation 1 9

Scope and Limitations/Delimitation 1 9

Chapter Two – Review of Related Literature

An Interpretation of Dewey's Experiential Learning Theory. 11

What makes biology learning difficult and effective 12

Challenges Encountered by Junior High School… 12

Performance and Metacognitive Skills of Grade 8 Students in Biology 13

Approaches to Biology Teaching and Learning. Talking to Learn 14

Chapter Three – Methodology

Research Design 15

Population 15

Sampling Method 15

Data Collection Procedure 15

Statistical Treatment of Data 15

Data Analysis 16

Chapter Four – Findings 17

Chapter Five – Discussion of Results

Summary 19

Conclusion 20

References 21

Recommendations 22

Appendix 23

List of Figures and Tables

Figures

Block Building and Learning 2

Paradigm of the Study 4

Five-point Likert Scale Interpretation 16

Formula of weighted mean 18

Tables

Table 1. Results of Findings 17

 CHAPTER I – BACKGROUND OF THE PROBLEM

Introduction

In recent years there are many concerns about the students losing interest in

biology class or even other subjects. Despite efforts to enhance the traditional

teaching methods, many students may continue to struggle to understand scientific

lessons. Much research has shown that traditional teaching ways are not effective to

capture students’ attention or interest leading to lack of interest in the subject. Many

schools lack the resources and facilities necessary to provide students with more

experiences and experimentation. The researchers aim to investigate the

effectiveness of the MindFall: The Lost Fables to the students. The MindFall: The Lost

fables is game all about animals that is connected to the science subject, it is design

to increase the interest of the students in biology class by using a mobile game the

intervention seeks to provide an interactive and immersive learning experience that

addresses the specific needs and preferences of students struggling with science

education. The study aims to clarify the potential of educational games as another

way to engage students to have interest in biology and other subjects. The research

will be relevant to students, educators, game developers, and future researchers as

for the new generation of students require efficient and new way of teaching that will

help the students further understand the lessons and topics. The researchers will be

conducting this study at STI College of San Jose Del Monte gathering data from Senior

Highschool students to accomplish the research.

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Theoretical Framework

Figure 1. Block Building and Learning

Due to the traditional technique of teaching many students lost interest or fail to

interpret the lesson given to them, according to the Experimental earning also known

as Constructivist Learning theory in which it is the idea that we can learn best by

actively engaging with the material rather than passively listening to lectures or

memorizing facts or lessons (John Dewey 2003). Game-based learning (GBL)

presents an innovative approach to student education, utilizing games as educational

tools. The availability of gamified content offers a diverse range of tailored video

games accessible to students across various subjects and interests. GBL emphasizes

constructivist learning, encouraging interactive problem-solving and hands-on

experience. Through active participation and social interaction, students engage in

experiential learning. The motivating nature of GBL sustains student interest and

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promotes dynamic learning progression. The theory promotes creativity through

challenging tasks that encourage imaginative solutions as for the students learn from

experience and they will have to understand and adapt in the given situation in order

to further learn. Soft skills development focuses on essential interpersonal abilities

crucial for academic and personal success which helps the study since the aim of the

game is to educate students while playing a game. Digital literacy enhancement

through GBL enhances students' computer literacy and proficiency with digital

devices, essential in today's digital age. Implementing GBL in education settings

offers benefits such as increased knowledge retention and cost-effectiveness.

Effective programs, prioritize quality content, simulators, and gamification to

enhance student learning experiences. To sum it all up the GBL provides diverse set

of skills ordered to be learned and developed by students taking the new technique

of learning, with the innovation of technology every people must also adjust to the

demands of it. The researchers would like to conclude that using GBL could be a

successful program not just to students to also the work field.

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Conceptual Framework

Figure 2. Paradigm of the Study

The Input is that the researchers would like to get is the educational content

related to Earth and Life Science and Biology that will be incorporated into the game

such as; Animals, how animals survive in a specific ecosystem, food web chain of the

animals, Plants, how plants grow and how will the students maximize the use of

plants, and many more. This information will be crucial to the researcher’s conclusion

ensuring the effectiveness of the game and how will it function and help the students

study Biology in a different manner and technique.

The Process of gathering the data centralize on the engagement of game-

based learning. The researchers will deploy the game MindFall: The Lost Fables to

the Grade 11 Senior Highschool Students in STI College of San Jose Del Monte. Before

the researchers deploy the game, the researchers will conduct a game presentation

and eventually give the questionnaire, after the researchers get the result, the

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researchers will eventually give the game and let the students play the game

nurturing the education of the student will learn through the game.

The researchers desire that the Output will be the game become a successful

tool for teaching students’ different biological learnings, to that it extends to the

result that using a game as a learning technique or method can be used in the new

mode of learning specially that traditional teaching is starting to feel old

Research Hypothesis/Hypotheses

H0: There is no significant impact of the evolutionary move of games from

entertainment to educational tools on the learning experience of Senior High School

ICT students.

H1: The evolutionary move of games from entertainment to educational tools

has a significant positive impact on the learning experience of Senior High School ICT

students.

Statement of the problem

This study aims to understand the impact developing an informative game as

a learning technique for the subject of Earth and Life Science focused on Biology. The

following questions will guide our exploration:

1.) Does games nowadays are considered to be educational?

2.) Can educational games have impact on student’s capability to learn?

3.) Can video games replace other educational tools?

4.) Is educational game effective as a technique for students to learn?

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5.) What method or technique will be the best in terms of teaching?

Definition of Terms

To understand the study better the researchers provided the key points aimed

at seldomly used words to familiarize the topic better.

Educational 2D Game: A digital interactive application designed for

educational purposes, typically utilizing two-dimensional graphics and gameplay

elements to facilitate learning.

Traditional Techniques in Teaching: Conventional methods and

approaches employed by educators to deliver instructional content, often involving

lectures, textbooks, and classroom-based activities.

Experiential Learning: A learning approach that emphasizes hands-on

experiences and active engagement with the material, allowing learners to derive

knowledge from direct interactions and real-world scenarios.

Biology: The scientific study of living organisms and their interactions with

the environment, encompassing various sub-disciplines such as botany, zoology,

genetics, and ecology.

Gamification: The application of game design elements and principles in non-

game contexts, such as education, to enhance user engagement and motivation

Game-Based Learning (GBL): An educational approach that integrates

game mechanics, dynamics, and aesthetics into the learning process to promote

engagement, motivation, and knowledge acquisition.

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 Constructivist Learning Theory: A theory of learning that emphasizes the

active construction of knowledge by learners through interactions with the

environment and social experiences.

Digital Literacy: The ability to access, evaluate, and utilize digital information

effectively, encompassing skills such as digital communication, information literacy,

and technology proficiency.

Soft Skills: Non-technical skills or personal attributes that enable individuals

to effectively interact with others and navigate various social and professional

situations, including communication, teamwork, and problem-solving.

Pre-Test and Post-Test: Assessments administered before and after an

intervention or learning experience to measure changes in knowledge, skills, or

attitudes over time.

Senior High School Students: Learners typically in the final two years of

secondary education, preparing for higher education or entry into the workforce.

ICT Strand: A specialized track or program within the senior high school

curriculum focused on Information and Communications Technology, emphasizing

skills related to digital technology and computer science.

Educational Technology: The use of technological tools and resources to

enhance teaching and learning experiences, including software applications,

multimedia presentations, and online platforms.

Bug: An error or flaw in software code that causes unexpected behavior or

performance issues in a computer program or application.

Performance Drop: A decrease in the speed or efficiency of a system or

application, resulting in slower response times or reduced functionality.

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 Quest Progression Errors: Issues or obstacles encountered by players in

completing tasks or objectives within a game, hindering their progression through

the game's narrative or gameplay.

Information Shortages: Instances where essential information or resources

are lacking or insufficient, impacting the completeness or effectiveness of the learning

experience.

Significance of the Study

The research aims to benefit students, educators, game developers, and future

researchers interested in the new technique of learning which is a game-based

learning:

Grade 11 Senior High School Students: The primary beneficiaries of this

research are the grade 11 senior high school students. The study aims to offer a

comprehensive understanding of the transition of games from entertainment to

educational tools. By doing so, it empowers students with insights into the evolving

educational landscape, enabling them to make informed choices regarding their

learning experiences.

Educators: The findings of this research will benefit educators and

administrators. By exploring the developmental move of games, educators can gain

valuable insights into the preferences and expectations of their students. This

knowledge can inform curriculum development and teaching strategies, fostering an

environment that aligns with the educational needs of senior high school ICT

students.

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 Game Developers: Game developers stand to gain from the study by

understanding the perceptions of senior high school ICT students regarding the

integration of games into education. This insight can guide developers in creating

educational games that resonate with the target audience, contributing to the

enhancement of educational technology.

Future Researchers: This research serves as a valuable reference for future

researchers interested in the intersection of entertainment, education, and

technology. By providing insights and findings, it contributes to the existing body of

knowledge, enabling future researchers to build upon and expand the understanding

of the developmental move of games and its impact on educational experiences.

Scope and Limitation/Delimitation 1

This study was conducted at the San Jose del Monte branch of STI College. The

researchers will perform a survey that is limited to the grade 11 and 12 students of

the ICT strand which has (number) sections with (amount) students in total. The

objective of this study focuses only on the educational aspects of games and how

effective they are for students as an educative tool. The results heavily depend on

the respondents' experience and preferences on the types of games they play.

Scope and Limitation/Delimitation 2

Mindfall: The Lost Fables is an expansive open-world action-adventure where

players embark on missions to collect an ancient artifact, aiming to restore lost

knowledge. This game serves as an educational tool focused on biology, designed to

aid students in their studies. The primary objective of this mobile game is to assist

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senior high school students at STI San Jose del Monte in tackling challenges related

to the biology subject. The goal of this educational game is to create innovative ways

for students to learn about biology. However, players may encounter bugs,

performance drops, and quest progression errors, as well as experience information

shortages due to limited resources, necessitating further updates.

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 CHAPTER II - REVIEW OF RELATED LITERATURE AND STUDY

2.1 An Interpretation of Dewey's Experiential Learning Theory.

In John Dewey's experiential learning theory, everything occurs within a social

environment. Knowledge is socially constructed and based on experiences. This

knowledge should be organized in real-life experiences that provide a context for the

information. In Dewey's experiential learning theory, everything occurs within a

social environment. Knowledge is socially constructed and based on experiences and

game-based learning is one of the key factors or the best example for the study for

the knowledge can learned upfront with the experience learning and adapting to it

instantly. This knowledge should be organized in real life experiences that provide a

context for the information. The teacher's role is to organize this content and to

facilitate the actual experiences. The experiences are based on the capabilities and

readiness of the learners. The quality of the experience is the most important

component of the theory. Upon completion of an experience, learners have the

knowledge and the ability to apply it in differing situations. Thus, they have created

new knowledge and are at a different level of readiness for continued acquisition and

construction of new knowledge.

Roberts, T. G. (2003). An Interpretation of Dewey’s Experiential Learning Theory. An Interpretation of

Dewey’s Experiential Learning Theory. http://files.eric.ed.gov/fulltext/ED481922.pdf

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2.2 What makes biology learning difficult and effective: Students’ views.

The present study aims to determine the biological topics that students have

difficulties learning, the reasons why secondary school students have difficulties in

learning biology, and ways to improve the effectiveness of students’ biology learning.

To overcome these difficulties and make their biology learning more effective, the

participants suggested such strategies as teaching biology through the use of visual

materials, teaching through practical work, reducing the content of the biology

curriculum, using various study techniques, teaching biology through connecting the

topics with daily life, making biology learning interesting, and increasing the number

of biology questions in the university entrance examination. The findings were

discussed in relation to the relevant literature. With the newest technology the

lessons or lectures given to students to study biology will be easier to learn as for the

students can see multiple learning materials and the visuals it presents.

Cimer, A. (2012). What makes biology learning difficult and effective: Students’ views. What Makes Biology

Learning Difficult and Effective: Students’ Views, 7(3), 61–71. https://doi.org/10.5897/err11.205

2.3 Challenges Encountered by Junior High School Students in Learning

Science: Basis for Action Plan.

Based on the Science education has been part and parcel of the curricular

programs of basic up to higher education. The science curriculum distinguishes the

role of science and technology in daily human activitiesqualitative data. Results

revealed that junior high school students generally encounter not much challenges

across all domains in learning science. However, students encounter some issues and

problems in learning the subject in terms of student motivation, student cognitive

ability, teacher characteristics, subject matter content, medium of instruction,

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learning environment, instructional resources, curriculum and parental support.

Game-based learning helps all of the factors making studying biology difficult easier,

with the technological advancement comes with a newer way of learning helping

students understand the lessons better.

Sadera, J. R. N., Torres, R. Y. S., & Rogayan, D. V., Jr. (2020). Challenges encountered by Junior High

school Students in Learning Science: Basis for Action Plan. Universal Journal of Educational Research, 8(12A), 7405–

7414. https://doi.org/10.13189/ujer.2020.082524

2.4 Performance and Metacognitive Skills of Grade 8 Students in Biology

Due to the pandemic, general loss of knowledge and skills have been prevalent

and degrading in all parts of the world including our country. Learning poverty is

gradually making its footprint on the field of education. To make things worse,

scientific literacy is also downgrading. The use of “Metacognition” in the form of

Learning Activity Sheets (LAS) in Biology was developed. These LAS uses 4

metacognitive skills namely: Awareness, Cognitive Strategy, Planning, and Self-

Checking. Each of the four Metacognitive Skills are possessed by the students in

varying degree. The metacognitive Skills of the students based on weighted mean

are the following: Awareness with 2.61 average, Cognitive Strategy with 2.50

average, Planning with 2.56 average, and Self-Checking with 2.51 average

Espejon, E. B., & Janer, S. S. (2022, March). Performance and Metacognitive Skills of Grade 8 Students in

Biology. Sorsogon State University; United International Journal for Research & Technology.

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2.5 Approaches to Biology Teaching and Learning. Talking to Learn: Why

Biology Students Should Be Talking in Classrooms and How to Make It

Happen

With the majority of students listening but never uttering a word. Why do the majority

of undergraduate biology students primarily experience biology teaching, particularly

in introductory courses, by listening, listening, and listening some more? Student

Talk is key to student learning. In addition, the teaching strategies needed to promote

student talk are highly accessible to all biology instructors and are applicable to

classroom settings of any size. In coordination of reading and experiencing the lecture

students can comprehend and understand the lesson much more and talking follows.

Tanner, K. D. (2009). Talking to Learn: Why biology students should be talking in classrooms and how to

make it happen. CBE Life Sciences Education, 8(2), 89–94. https://doi.org/10.1187/cbe.09-03-0021

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 Chapter III – Methodology

Research Design

The researchers conducted a descriptive design, according to the STI E-

Learning Management System (ELMS) Practical Research 2, 01 Handout 1, p.2, the
descriptive research design Possibly the simplest research design as in only tries to
describe what exists and may help uncover new findings and learnings. This research
was conducted to determine whether game as a learning material is effective in the
learning of grade 11 senior high school students. The advantages and disadvantages
as well as the reliability of this instrument were also part of the objectives. In order
to answer these research goals, the researcher opted to obtain the game being a
learning material and if it is effective.

Population

The researchers will have the population of Senior High School students in STI
College of San Jose Del Monte Bulacan but will survey only fifty (50) grade 11 senior
high school Students as their sample to participate in the study.

Sampling Method

The researchers will use a non-probability sampling which is a voluntary

sampling among grade 11 senior high school students that are non-stem students.
With this method relies on the researcher’s selection of respondents’ willingness to
answer the survey and meet the 50 respondents.

Data Collection Procedure

The instruments used to collect data in this study is an online questionnaire

that consist of questions following the Likert Scale format. The format will determine
if the respondents strongly agree or strongly disagree that game-based learning is
effective for teaching biology.

Statistical Treatment of Data

To interpret the data the researchers will use the 5-point Likert Scale
interpretation wherein the researchers will calculate within the range of selections
and getting the interval per selection and upon getting the interval will serve as the
guide whether the majority agrees with one of the selections. The researchers
evaluated each Likert-point scale as follows in order to a certain the respondents’
perception of the game-based material as a teaching-learning educational method:

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 Figure 3. Five-point Likert Scale Interpretation

Data Analysis

The data will be analyzed by using the data provided by Google Forms and by
manually checking the scores from questionnaire with the use of spreadsheet(excel).
For purposes of this study the researchers will analyze the average per selection
giving the researchers the data from the Likert Scale and Weighted Mean Weighted
Mean. Average of each statement are determined using the contributed weights of
each scale or the weighted mean with the following formula:

Figure 4. Formula of weighted mean

x̄ = Weighted Average

Wi = Weights applied to a scale

Xi = Data Values to be Averaged

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 Chapter IV – Results and Discussions

Questions Weighted Mean Interpretation

On a scale of 1 to 5, how much 4.18 Agree
do you believe playing biology
games can improve the
performance of other students
in biology classes?
On a scale of 1 to 5, Do you 4.24 Agree
agree that you learned about
Food chain effectively?
How engaging did you find the 4.2 Agree
biology game related to the
food chain?
Did the game-based learning 4.44 Agree
approach improve your ability
to identify different trophic
levels in a food chain?
To what extent did the game- 4.32 Agree
based learning activity
motivate you to explore
additional information about
the food chain?
Would you recommend Game- 4.52 Agree
Based Learning for teaching
lessons
Table 1. Results of Findings

Engagement is a critical factor in educational success, and the survey reflected

this with a score of 4.2, showing that students found the biology game highly

engaging. Additionally, game-based learning seems to improve the ability to identify

different trophic levels in the food chain, with a mean score of 4.44. The survey also

explored whether game-based activities motivated students to further explore

information about the food chain. The positive response, with a score of 4.32,

suggests that students were indeed encouraged to seek additional knowledge.

Finally, the willingness to recommend game-based learning for teaching lessons

received the highest score of 4.52, underscoring a strong endorsement from the

respondents.

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 Figure 4. Statistics of students learning biology

The figure shows that out of fifty-five (55) students, 85.2% (46 respondents)

find it hard to learn biology and 85.2% (46 respondents) agrees that learning biology

can be learned easily if the biology is thought with the use of game-based learning.

While the remaining percentage does not find learning biology difficult and learning

biology does not need game-based learning.

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 Chapter V – Summary of Findings

Summary

The study's results indicate strong support for game-based learning (GBL) in

biology education among students at STI College of San Jose Del Monte. Survey

responses from 55 students revealed high engagement levels, with a mean score of

4.2, and significant improvements in understanding the food chain, scoring 4.44.

Additionally, GBL motivated students to explore further biological information (mean

score of 4.32) and was highly recommended for teaching (mean score of 4.52).

Notably, 85.2% of students found biology difficult but believed it could be learned

more easily through GBL, highlighting its potential as an effective educational tool.

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 Conclusion

In conclusion, the research highlights the significant benefits of game-based

learning (GBL) compared to traditional methods in mineralogy education. Traditional

approaches, while offering some advantages like clarity and simplicity, lack the

capacity to motivate students and create an interactive learning environment.

Conversely, game-based learning, as demonstrated by GemQuest, is highly effective

in engaging students, enhancing comprehension, and fostering a supportive learning

atmosphere. GBL reduces boredom, boosts productivity, and improves lesson

retention, providing a transformative alternative to conventional teaching methods.

These findings suggest that integrating educational games could revolutionize the

learning experience. They not only make learning more enjoyable and less

monotonous but also tackle key challenges associated with traditional teaching

methods. Positive student feedback indicates a clear preference for game-based

approaches, underscoring their practicality and effectiveness in boosting motivation,

engagement, and overall learning outcomes.

Given these insights, educators and institutions should consider incorporating game-

based learning strategies into their teaching practices to enhance student

engagement and learning in mineralogy and potentially other subjects. As technology

advances, leveraging educational games presents exciting opportunities to redefine

education and address the diverse needs of modern learners.

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 References

Roberts, T. G. (2003). An Interpretation of Dewey’s Experiential Learning

Theory. An Interpretation of Dewey’s Experiential Learning Theory.

http://files.eric.ed.gov/fulltext/ED481922.pdf

Cimer, A. (2012). What makes biology learning difficult and effective:

Students’ views. What Makes Biology Learning Difficult and Effective: Students’

Views, 7(3), 61–71. https://doi.org/10.5897/err11.205

Sadera, J. R. N., Torres, R. Y. S., & Rogayan, D. V., Jr. (2020). Challenges

encountered by Junior High school Students in Learning Science: Basis for Action

Plan. Universal Journal of Educational Research, 8(12A), 7405–7414.

https://doi.org/10.13189/ujer.2020.082524

Espejon, E. B., & Janer, S. S. (2022, March). Performance and Metacognitive

Skills of Grade 8 Students in Biology. Sorsogon State University; United International

Journal for Research & Technology.

Tanner, K. D. (2009). Talking to Learn: Why biology students should be talking

in classrooms and how to make it happen. CBE Life Sciences Education, 8(2), 89–94.

https://doi.org/10.1187/cbe.09-03-0021

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 Recommendations

➢ Students: By making complex subjects more enjoyable and easier to

understand, game-based learning can improve the students’ academic

performance and motivation to study.

➢ Educators: Educators should consider research on game-based learning as it

provides valuable insights into innovative teaching methods that can increase

student engagement and retention of information.

➢ Game Developers: Educators should consider research on game-based

learning as it provides valuable insights into innovative teaching methods that

can increase student engagement and retention of information.

➢ Future Researchers: Future researchers should explore game-based

learning as it is a burgeoning field with significant potential for further study.

Investigating its long-term effects on various educational outcomes and

different subjects can contribute to a deeper understanding of its benefits and

limitations, paving the way for more informed educational practices.

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 Appendix A – Consent Form

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 Appendix B – Questionnaire

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 Appendix C – MindFall: The Lost Fables Game Graphics

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 a

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