ADVANCED HAPPY FAMILY: AN EDUCATIONAL CARD GAME FOR LEARNING SI PREFIXES, SYMBOLS AND VALUES
DOI:
https://doi.org/10.35631/IJMOE.831110Keywords:
Educational Card Game, Game-based Learning, Gamification, SI prefixes, STEM EducationAbstract
Learning SI prefixes requires students to remember the relationship between the prefix, its symbol and its corresponding value. This can be difficult when students need to remember the three representations at the same time. This study examined the use of Advanced Happy Family: Prefix Edition, a card game developed to help students learn SI prefixes through a family-collection activity. A classroom-based pre-test–post-test design was used with 19 Pre-Diploma Science (STEM C) students at Universiti Teknologi MARA (UiTM) Cawangan Pulau Pinang. The students completed the same 18-mark matching test before and after playing the game. A post-intervention survey was also given to obtain their perceptions of the game. The mean score increased from 11.84/18 (65.8%) in the pre-test to 14.37/18 (79.8%) in the post-test. The larger improvement was found in the symbol-to-value association, which increased from 38.0% to 62.6%, compared with 93.6% to 97.1% for the prefix-to-symbol association. The item-level results also showed improvement in several symbol-to-value associations, particularly pico, centi and milli. The survey results showed positive responses for Social Experience (98.9%), Competition (97.8%) and Playfulness (96.7%), followed by Immersion (88.9%) and Challenge (86.7%). The findings suggest that Advanced Happy Family: Prefix Edition can be used as an interactive classroom activity to help students practise the relationship between SI prefix names, symbols and values.
Downloads
References
Admiraal, W., Huizenga, J., Akkerman, S., & Dam, G. ten. (2011). The concept of flow in collaborative game-based learning. Computers in Human Behavior, 27(3), 1185–1194. https://doi.org/https://doi.org/10.1016/j.chb.2010.12.013
Bahurudin Setambah, M. A., Adnan, M., Zaini, S., Mujiasih, M., Hidayat, R., Ibrahim, M. A., & Hanazono, H. (2024). Impact of “Donkey”, “Snap” dan “King” (DSK) non-digital gamification cards on fourth-grade students’ math performance in fractions. Infinity Journal, 13, 175–196. https://doi.org/10.22460/infinity.v13i1.p175-196
Bui, P., Rodríguez-Aflecht, G., Brezovszky, B., Hannula-Sormunen, M., Laato, S., & Lehtinen, E. (2020). Understanding students’ game experiences throughout the developmental process of the number navigation game. Educational Technology Research and Development, 68, 2395–2421. https://doi.org/10.1007/s11423-020-09755-8
Bureau International des Poids et Measures. (2022). Resolution 3 of the 27th CGPM: On the extension of the range of SI prefixes. https://doi.org/10.59161/CGPM2022RES3E
Bureau International des Poids et Measures. (2026). The International System of Units [Brochure]. 9th edition. https://doi.org/10.59161/AUEZ1291
Cardinot, A., McCauley, V., & A Fairfield, J. (2022). Designing physics board games: A practical guide for educators. Physics Education, 57(3), 035006. https://doi.org/10.1088/1361-6552/ac4ac4
Chen, P., Liu, E., Lin, C.-H., Chang, W., Hsin, T., & Shih, R. (2012). Developing an education card game for Science learning in primary education. Proceedings 2012 4th IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning, DIGITEL 2012. https://doi.org/10.1109/DIGITEL.2012.63
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Gui, Y., Cai, Z., Yang, Y., Kong, L., Fan, X., & Tai, R. H. (2023). Effectiveness of digital educational game and game design in STEM learning: a meta-analytic review. International Journal of STEM Education, 10(1), 36. https://doi.org/10.1186/s40594-023-00424-9
Gutierrez, A. F., & Eric, C. (2014). Development and effectiveness of an educational card game as supplementary material in understanding selected topics in Biology. CBE - Life Sciences Education, 13(1), 76–82. https://doi.org/10.1187/cbe.13-05-0093
Högberg, J., Hamari, J., & Wästlund, E. (2019). Gameful Experience Questionnaire (GAMEFULQUEST): An instrument for measuring the perceived gamefulness of system use. User Modeling and User-Adapted Interaction, 29. https://doi.org/10.1007/s11257-019-09223-w
Höyng, M. (2022). Encouraging gameful experience in digital game-based learning: A double-mediation model of perceived instructional support, group engagement, and flow. Computers & Education, 179, 104408. https://doi.org/https://doi.org/10.1016/j.compedu.2021.104408
Lameras, P., Arnab, S., Dunwell, I., Stewart, C., Clarke, S., & Petridis, P. (2016). Essential features of serious games design in higher education: Linking learning attributes to game mechanics: Essential features of serious games design. British Journal of Educational Technology, 48. https://doi.org/10.1111/bjet.12467
Liu, E., & Chen, P.-K. (2013). The effect of game-based learning on students’ learning performance in Science learning – A case of “Conveyance Go.” Procedia - Social and Behavioral Sciences, 103, 1044–1051. https://doi.org/10.1016/j.sbspro.2013.10.430
Newell, D. B., & Tiesinga, E. (2019). The International System of Units. (NIST Special Publication 330, 2019 ed.). National Institute of Standards and Technology. https://doi.org/10.6028/NIST.SP.330-2019
Oğuzhan Dinçer, E., & Osmanoglu, A. (2018). Dealing with metric unit conversion: An examination of prospective Science teachers’ knowledge of and difficulties with conversion. Science Education International, 29, 174–182. https://doi.org/10.33828/sei.v29.i3.5
Raje, S. (2019). Utility of metric conversion for success in Introductory College Science Courses. Journal of Curriculum and Teaching, 8, 32. https://doi.org/10.5430/jct.v8n2p32
Roediger, H., & Karpicke, J. (2006). The power of testing memory: Basic research and implications for educational practice. Perspectives on Psychological Science, 1, 181–210. https://doi.org/10.1111/j.1745-6916.2006.00012.x
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32, 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sokolowski, A. (2015). Recognizing prefixes in scientific quantities. The Physics Teacher, 53(6), 358–359. https://doi.org/10.1119/1.4928352
Sousa, C., Sousa, M., Torres, P., Perim, C., Mansuklal, S., & Ennami, F. (2023). Playing at the school table: Systematic literature review of board, tabletop, and other analog game-based learning approaches. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1160591
Thompson, A., & Taylor, B. N. (2008). Guide for the Use of the International System of Units. (NIST Special Publication 811, 2008 ed.). National Institute of Standards and Technology. https://doi.org/10.6028/NIST.SP.811e2008
TzuFen, S., Meng-Tzu, C., Shu-Hua, L., & Lee, L. M. (2014). Investigating the effectiveness of an educational card game for learning how human immunology is regulated. CBE-Life Sciences Education, 13(3), 504–515. https://doi.org/10.1187/cbe.13-10-0197
Ürek, H. (2020). Sudoku puzzles for practicing SI prefixes: A case study with Turkish undergraduates. Cypriot Journal of Educational Sciences, 15, 1065–1077. https://doi.org/10.18844/cjes.v15i5.5152
Videnovik, M., Vold, T., Kiønig, L., Madevska Bogdanova, A., & Trajkovik, V. (2023). Game-based learning in Computer Science education: A scoping literature review. International Journal of STEM Education, 10(1), 54. https://doi.org/10.1186/s40594-023-00447-2
Vlachopoulos, D., & Makri, A. (2017). The effect of games and simulations on higher education: a systematic literature review. International Journal of Educational Technology in Higher Education, 14(1), 22. https://doi.org/10.1186/s41239-017-0062-1
