GAME-BASED LEARNING IN HIGH SCHOOL BIOLOGY EDUCATION: GLOBAL AND THAILAND PERSPECTIVES
Keywords:
Game-Based Learning (GBL), Biology Education, Active Learning, STEM Education, Thailand Education ReformAbstract
Board games in high school biology classes represent a compelling form of game-based learning (GBL) that leverages active, experiential strategies to engage students. Recent research supports that well-crafted educational board games enhance the interest, motivation, and understanding of complex scientific concepts among learners. By the simulation of real biological contexts and stakeholder relations (e.g. ecosystems, resource management), the games stimulate critical thinking, collaboration, and systems thinking. While good implementation is underpinning threats from challenges (teacher training, curriculum integration, issues of resources) that must be addressed in a bid to gain learning dividends. This paper takes stock of recent Thai and international literature on GBL, considering game design considerations, teaching in the classroom, learning outcomes (knowledge and 21st-century skills), and problems. Case studies underscore the manner in which board games have been brought into the classroom, and suggestions are made to policymakers and teachers. Results affirm that well-designed and supported biology board games can play an important role in learning and interest.
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