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A comparative analysis of the effect of physical activity games and digital games on 9th grade students’ achievement in physics

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Abstract

The present study examined the influence of the method of physical activity games and digital games on 9th-grade students’ achievements in a physics lesson. In the study, the semi-experimental design was used. The study group was made up of secondary school 9th-grade students from three different groups at a public school. The 1st experimental group included 27 students who were taught using the method of Physical Activity Games. The 2nd experimental group included 28 students who were taught using Digital Games. As for the third group, the control group, 28 students were selected. Concept Achievement Test with 30 items and Open-Ended Questions Exam with 11 items were used as the data collection tools. The findings revealed that instructions utilizing digital games and physical activity games contributed positively to the students’ academic achievements. Whether it is a digital game or a physical activity game, it was seen that the students in any experimental groups entertained while learning due to either game-based method of teaching that, they eliminated their bias regarding physics lessons and that they did not feel afraid of physics any longer. Consequently, these methods allowed the students to concentrate on the concepts.

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Authors and Affiliations

  1. Faculty of Education, Mersin University, Mersin, Turkey

    Zehra Yıldırım

  2. Faculty of Education, Dicle University, Diyarbakır, Turkey

    Medine Baran

Authors
  1. Zehra Yıldırım
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  2. Medine Baran
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Correspondence to Zehra Yıldırım.

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Appendix: sample lesson plans

Appendix: sample lesson plans

1.1 Appendix 1: sample of physics lesson plan including physical activity games

Course Name: Physics.

Class: 9/D (1st Experimental Group).

Lesson Unit: Force, Newton’s Motion Laws and Friction Force.

Duration: 45 + 45 (2 h).

Teaching and Learning Strategies and Methods: The PAG Method of Teaching.

Source Books: Ministry of National Education Physics 9, EBA E-Book.

Tools: Rope, table, racket, table tennis ball, large tennis table.

Activities to be carried out before the lesson:

  • Determining physical activity based games related to Newton’s Motion Laws.

  • Providing the materials for the physical activity games determined as appropriate to the subject.

  • Determining the physical environments for the physical activity games determined as appropriate to the subject.

  • Informing the students before the lessons about the rules of the games and about how to play them.

1.1.1 Objectives

Being able to interpret the phenomena observed in daily life and the physical activity games with the help of Newton’s Motion Laws.

Being able to solve conceptual problems related to Newton’s Motion Laws.

Games to Be Played

  • Tug of War

  • Table Tennis

1.1.2 Introduction

  • 1. Warm-up: Students are asked what Newton’s Motion Laws are and how they can define them. They are asked to give daily life examples of physical activity games. After taking their views about these games, the laws are defined in general.

  • 2. Motivation: Students are asked whether they recognize Newton’s Motion Laws in the physical activity games they play.

  • 3. Revision: You will se Newton’s Motion Laws and conceptual problems.

  • 4. Starting the Lesson: It is stated that Newton’s Motion Laws can be seen in physical activity games.

1.1.3 Development section

Activities: Newton’s Motion Laws are defined, and related daily life examples are given. Whether examples will given regarding the physical activity games they played in lessons previously is discussed. Within the framework of the students’ responses, examples are given in relation to the game of tug of war. The rules of this game are explained, and students are asked to start playing the game. After they finish playing the game of tug of war, Newton’s Motion Laws are revised and explained with the help of sample sections of the game. Newton’s Motion Laws are interpreted via graphs. The lesson goes on with another game. The rules of table tennis are introduced, and students start playing the game after discussing the rules. While students are playing the game, the points that could be explained with Newton’s Motion Laws are mentioned. After the game ends, students are asked for their views. They are also asked to give examples of other physical activity games.

Summary: Examples of games related to Newton’s Motion Laws are given. The definitions related to the subject are elaborated based on the games.

Transition: Students are asked whether they have any questions related to Newton’s Motion Laws and whether they have understood the subject. Examples of other physical activity games are given related to the lesson subject.

1.1.4 Result

General definitions of the subjects are provided. It is mentioned that Newton’s Motion Laws are valid for a number of areas in our daily lives. It is also pointed out that we can easily recognize Newton’s Motion Laws if we observe our environment and games well. Students are informed about the following lesson unit, which will be about the Friction Force.

Evaluation

  • 1 – What are Newton’s Motion Laws?

  • 2 – Please give daily life examples of each of Newton’s laws.

  • 2 – Can you give examples of physical activity games related to Newton’s Motion Laws? Please explain.

1.2 Appendix 2- sample of physics lesson plan including digital games

Course Name: Physics.

Class: 9/A (2nd Experimental Group).

Lesson Unit: Force, Newton’s Motion Laws and Friction Force.

Lesson: Force.

Duration: 45 + 45 (2 h).

Teaching and Learning Strategies and Methods: The DG Method of Teaching.

Source Books: Ministry of National Education Physics 9, EBA E-Book.

Tools: Smart whiteboard, tablet pc, laptop computer, simulation, animation.

Activities to be carried out before the lesson:

  • 1 - Determining the simulations, animations and digital games related to the subject of Force.

  • 2 - Providing tablet pc, laptop computer and smart whiteboard for the simulations, animations and digital games determined for the subject,

  • 3 - Installing the simulations, animations and digital games on the tablet pc, laptop computer and smart whiteboard for playing.

  • 4 - Informing the students before the lessons about the rules of the games and about how to play them.

1.2.1 Objectives

Being able to define the concept of Force and its effects.

Explaining the concept of Force with examples.

Giving examples of Forces which require contact and which do not.

Stating what the four basic Forces are.

Games to Be Played

  • Force and Motion: Basic Principle Phet Simulation

  • The Catapult Game

  • The Fruit-Cutting Game

1.2.2 Introduction

  • 1. Warm-up: Students are asked what the definition of Force is and how to understand its effects. After taking the students’ general views, the definition of Force is provided, and examples are given related to the effects of Force in daily life. Students are asked questions like “Is it possible to apply force on objects without touching them? In this way, they are allowed to recognize the forces with require contact and which do not.

  • 2. Motivation: Students are asked whether they see the effects or characteristics of Force in the games they play on computer.

  • 3. Revision: You will see the definition of Force, the forces which require contact and which do not, and the four basic forces.

  • 4. Starting the lesson: It is stated that Force exists in our daily lives and that Force is obviously present especially in digital games we play. Following this, students are asked to give examples of the related games they play.

1.2.3 Development Section

Activities: Force is defined again, and students are asked to open the catapult game in the tablet pcs given to them. Next, they are asked to do the manoeuvre they want in the digital game. After the game ends, students are asked to define Force based on the digital game they have played. In order to have students envisage the concept of Force better, they are asked whether they know about the digital game of fruit-cutting. They are given information about the general rules of this game and asked to play the game considering the rules. After the fruit-cutting game ends, students are asked whether they have recognized the effects of Force. Students are expected to state that the games of the catapult and fruit-cutting require the application of Force requiring contact. Examples of Forces which require contact and which do not are given to reinforce and support students’ learning. Mentioning the basic forces in nature, general definitions are provided. In addition, examples leading to intellectual associations are given. Force and Motion installed on the smart whiteboard: students who change the variables in the basic principle phet simulation accept the existence of other information given via this simulation about Force and Motion. Students are encouraged to do revisions. Following the end of the digital games and simulations, students are asked to define Force, to talk about the existence of forces which require contact and which do not and to explain the four basic forces.

Summary: Force is defined, and examples are given in relation to forces which require contact and which do not. The existence of four basic forces in nature is mentioned, and general definitions are provided.

Transition: Students are asked whether they have questions about force, about the forces which require contact and which do not, and about the four basic forces. Examples of other digital games are given.

1.2.4 Result

General definitions related to the subject are given. The presence of force in all areas of our daily life is mentioned. Up-to-date examples given are supported with digital games, simulations and animations. Students are informed about the following lesson unit, which will be about gravitational force, balanced and unbalanced forces and Newton’s Motion Laws.

Evaluation

  • 1 – What is Force?

  • 2 – What is the unit of Force?

  • 3 – What is Force measured with?

  • 4 – What are examples of force which require contact?

  • 5 – What are examples of force which do not require contact?

  • 6 – What are basic forces in nature? Please define them.

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Yıldırım, Z., Baran, M. A comparative analysis of the effect of physical activity games and digital games on 9th grade students’ achievement in physics. Educ Inf Technol 26, 543–563 (2021). https://doi.org/10.1007/s10639-020-10280-7

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