摘要
Background
The integration of digital game-based learning (DGBL) into science, technology, engineering, and mathematics (STEM) education has been shown to enhance engagement, motivation, and learning outcomes. However, the optimal timing for implementing DGBL within STEM instruction remains underexplored. Understanding whether gameplay before or after instruction yields better cognitive and affective outcomes can inform more effective instructional design.
Purpose
This study examines the effects of the timing of DGBL—before versus after STEM instruction—on secondary school students’ learning outcomes, collaborative problem-solving, intrinsic motivation, cognitive load, and learning behaviors.
Sample
Participants were 62 secondary school students from a public school, randomly assigned to either a ‘gameplay before instruction’ group or a ‘gameplay after instruction’ group.
Design and methods
A quasi-experimental design was employed. Both groups engaged in the same STEM learning content and digital game, but the sequence of gameplay and instruction differed. Data were collected using pre- and post-tests for learning outcomes, questionnaires for intrinsic motivation and cognitive load, collaborative problem-solving assessments, and in-game behavior logs. One-way analysis of covariance (ANCOVA), ANOVA and the lag sequence analysis were conducted to examine group differences.
Results
The findings revealed that students who played the game after STEM instruction demonstrated significantly higher learning outcomes and collaborative problem-solving performance compared to those who played before instruction. The post-instruction gameplay group also reported greater intrinsic motivation and exhibited more strategic in-game behaviors, suggesting deeper engagement. No significant differences were found in cognitive load between groups, indicating that the timing effect was not due to differences in perceived task difficulty.
Conclusion
Implementing DGBL after STEM instruction can enhance students’ understanding, application of scientific concepts, and collaborative problem-solving. This sequencing allows students to connect gameplay experiences with prior conceptual knowledge, increasing authenticity and perceived relevance. Educators designing STEM curricula should consider integrating gameplay after instruction to maximize both cognitive and motivational benefits.