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Growing up, we all have experience playing with board game once in a while when we were kids. Playing board game promotes feeling of joy, fun and accomplished while learning something new. But somehow in mainstream education, application of board games while teaching is still not very popular especially in science and technology domain. As we challenge ourselves to come out of pandemic COVID-19 and adjust our daily lives to new directions, education itself can re-invent to create better learning environments to give positive impact for students’ development.

Games can promote students’ engagement with different learning styles and would inspire individual creativity. Board games represent the missing tool in our toolboxes, and they can replace the traditional lectures with a method that reaches all students efficiently. Science education board games are still under-utilized, but this method hold significant importance in the realm of education and learning. Today, in the market, there are a few science-theme board games have been commercialized such as Cytosis, Photosynthesis, Ecosystem, Genotype and a few more.

Here, we introduce DNA to Protein Board Game- a type of learning/teaching board game which is developed to enhance teaching and learning experience in related to Cell and Molecular Biology course.  This board game is a biotechnology theme of tabletop game that include pieces or counters that are moved on a board according to a certain set of rules. What is more interesting is that this board game is implemented both digital and physical game where some parts of the games require players to answer questions using online platform. 

The purpose of creating this board games is to promote collaboration, inquiry, decision making and critical thinking among students in the course. Science often been told as hard and complex subject to learn in school and also at university level. Most of science subjects deal with problem solving, thus students often view problem solving as difficult and very hard to comprehend with. By using games that support specific science curriculum, educators can give students opportunities to experience play, while at the same time promoting student achievement and interest in science.

The board game is about central dogma of molecular biology which is a theory explaining the flow of genetic information within a biological system. It covers how message in DNA is transform into a specific protein in an organism and process involved in the between. Along the way, students also can learn about the important roles of messenger RNA, transfer RNA, ribosomal RNA and important enzymes in the protein-building process. 

This board game has been developed to meet the syllabus of cell and molecular biology course and suitable to be used for matriculation, STPM and university levels of students. The questions and information provided in the game  can be re-arrange to meet the flexibility of the course and students level of difficulty. This type of board game would revolutionize science into playtime. Here are some key reasons why science board games are such valuable tools to be explored further:

1.  Engagement and Motivation:  Board games are inherently enjoyable and can capture the interest of students, making the learning process more engaging and motivating. By incorporating game mechanics and elements, science topics become more exciting and interactive.

2.  Active learning: Playing a science educational board game involves active participation and critical thinking. It encourages players to apply scientific concepts, problem-solving skills, and strategy, fostering a deeper understanding of the subject matter.

3.  Retention and application: When students learn through games, they are more likely to retain information and remember key concepts. Furthermore, they can apply what they learn in practical situations, enhancing their ability to transfer knowledge to real-world scenarios.

4. Collaboration and Communication: Many science board games are designed for multiple players, promoting teamwork and communication among students. This collaborative aspect enhances social skills and the ability to work effectively in a group.

5.   Conceptual Learning: Science board games can tackle complex scientific ideas and theories in a simplified manner, making them more accessible to learners of all ages. These games often break down complex concepts into manageable components, facilitating conceptual understanding.

6. Problem Solving and Critical Thinking: Science board games frequently involve decision-making, problem-solving, and critical thinking. Students learn to analyze situations, assess options, and make informed choices, which are valuable skills applicable in various aspects of life.

7. Experiential Learning: Science board games can simulate experiments, scientific processes, and real-world scenarios, allowing students to experience situations they might not otherwise encounter in a classroom setting. This hands-on experience enhances learning and comprehension.

8.  Cross-Curricular Integration: Science board games can often incorporate elements from other disciplines, such as mathematics, geography, history, and language arts. This integration helps students see the interconnectedness of knowledge across different subjects.

9. Inclusivity and Differentiation: Well-designed science board games can cater to various learning styles and abilities. They provide opportunities for students to excel in different ways, making education more inclusive and accommodating individual differences.

Lifelong Learning: By instilling a love for science at an early age, science educational board games can foster a lifelong interest in the subject. Students may be more likely to pursue science-related careers or continue exploring scientific topics beyond their formal education. 

In conclusion, science educational board games are powerful tools that combine fun and learning. They play a vital role in promoting scientific literacy, encouraging curiosity and nurturing essential skills that extend beyond the classroom.

Acknowledgement:

Part of this product development was supported by Ministry of Higher Education, Malaysia- FRGS/1/2022/STG01/UNISZA/02/1. 

References list:

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