The present work aimed to develop and evaluate the usability of Plantrology Board game to the understanding of flowering plant physiology by form five students in Terengganu, Malaysia. The ADDIE model was used as the instructional design model in developing the board game. Two content experts and 23 students were involved in evaluating the validity of the contents of the instrument and board game, as well as the reliability of the instrument. A total of 40 students participated in the real study as the respondents for the perception questionnaire. The usability questionnaire had a content validity index (CVI) of 0.86 and a reliability of ?= 0.89. Meanwhile, the board game had a CVI of 1. In terms of student's perception, the Plantrology Board Game had a high overall mean score value (x?= 3.71, ?= 0.23), with the design of board game, components and organizations, goals and objectives, playability, usability and satisfaction had mean value of x?= 3.65 (?= 0.50), x? = 3.84 (?= 0.35), x?= 3.77 (?= 0.43), x?= 3.71 (?= 0.45), x?= 3.69 (?= 0.47) and x?= 3.64 (?= 0.49), respectively. In summary, the Plantrology Board game had a high level of usability that can potentially be utilized as an effective teaching aid for both teachers and students. As an implication of the study, using games as a didactic tool in biology education can help students better understand complex concepts and ideas, while also making learning more engaging and exciting.
Adnan, A. S., Ali, M., & Ahmad, R. (2015). The Utilisation of Visual Elements on Interface Design of e-learning. In International Conference on Information Technology & Society (pp. 273–279).
Adnan, F., Prasetyo, B., & Nuriman, N. (2017). Usability testing analysis on the Bana game as education game design references on junior high school. Jurnal Pendidikan IPA Indonesia, 6(1). https://doi.org/10.15294/jpii.v6i1.9597
Ahmad, N. L., Looi, S. S., Ab Wahid, H., & Yusof, R. (2019). Kepentingan amalan pengajaran dan pembelajaran abad 21 terhadap pembangunan pelajar. International Journal of Education, Psychology and Counseling, 4(28), 28-51.
Arruzza, E., & Chau, M. (2021). A scoping review of randomised controlled trials to assess the value of gamification in the higher education of health science students. Journal of Medical Imaging and Radiation Sciences, 52(1), 137-146. https://doi.org/10.1016/j.jmir.2020.10.003
Bobek, E., & Tversky, B. (2016). Creating visual explanations improves learning. Cognitive Research: Principles and Implications, 1, 1-14. https://doi.org/10.1186/s41235-016-0031-6
Botes, W. (2022). Pre-Service Teachers' Experiences on the Development of Educational Science Board Games. European Journal of STEM Education, 7(1), 2. https://doi.org/10.20897/ejsteme/11784
Branch, R. M. (2009). Instructional design: The ADDIE approach (Vol. 722). New York: Springer. https://doi.org/10.1007/978-0-387-09506-6
Cardinot, A., & Fairfield, J. A. (2022). Game-based learning to engage students with physics and astronomy using a board game. In Research Anthology on Developments in Gamification and Game-Based Learning (pp. 785-801). IGI Global. http://dx.doi.org/10.4018/IJGBL.2019010104
Cheung, S. Y., & Ng, K. Y. (2021). Application of the educational game to enhance student learning. In Frontiers in Education (Vol. 6, p. 623793). Frontiers Media SA. https://doi.org/10.3389/feduc.2021.623793
Cimer, A. (2012). What makes biology learning difficult and effective: Students' views. Educational Research and Reviews, 7(3), 61.
https://doi.org/10.5897/ERR11.205
Cook, J., Ecker, U. K., Trecek-King, M., Schade, G., Jeffers-Tracy, K., Fessmann, J., ... & McDowell, J. (2023). The cranky uncle game—Combining humor and gamification to build student resilience against climate misinformation. Environmental Education Research, 29(4), 607-623. https://doi.org/10.1080/13504622.2022.2085671
Curran, G. M. (2020). Implementation science made too simple: a teaching tool. Implementation Science Communications, 1(1), 1-3.
https://doi.org/10.1186/s43058-020-00001-z
Ezezika, O., Fusaro, M., Rebello, J., & Aslemand, A. (2023). The pedagogical impact of board games in public health biology education: the Bioracer Board Game. Journal of Biological Education, 57(2), 331-342. https://doi.org/10.1080/00219266.2021.1909638
Foster, A., & Shah, M. (2020). Principles for advancing game-based learning in teacher education. Journal of Digital Learning in Teacher Education, 36(2), 84-95. https://doi.org/10.1080/21532974.2019.1695553
Harun, J., & Tasir, Z. (2003). Multimedia dalam pendidikan. Bentong: PTS Publication & Distributors.
Hong, J. C., Hwang, M. Y., Lu, C. H., Cheng, C. L., Lee, Y. C., & Lin, C. L. (2009). Playfulness-based design in educational games: a perspective on an evolutionary contest game. Interactive Learning Environments, 17(1), 15-35.
https://doi.org/10.1016/j.nepr.2020.102820
Ignacio, J., & Chen, H. C. (2020). The use of web-based classroom gaming to facilitate cognitive integration in undergraduate nursing students: A mixed methods study. Nurse Education in Practice, 46, 102820. https://doi.org/10.1016/j.nepr.2020.102820
Jasmi, K. A., Ilias, M. F., Tamuri, A. H., & Mohd Hamzah, M. I. (2011). Amalan penggunaan bahan bantu mengajar dalam kalangan guru cemerlang Pendidikan Islam sekolah menengah di Malaysia. Journal of Islamic and Arabic Education, 3(1), 59-74.
Lazowski, R. A., & Hulleman, C. S. (2016). Motivation interventions in education. Review of Educational Research, 86(2), 602-640. https://doi.org/10.3102/0034654315617832
Mishra, L., Gupta, T., & Shree, A. (2020). Online teaching-learning in higher education during lockdown period of COVID-19 pandemic. International Journal of Educational Research Open, 1, 100012. https://doi.org/10.1016/j.ijedro.2020.100012
Moncada, S. M., & Moncada T. P. (2014). Gamification of learning in accounting education. Journal of Higher Education Theory and Practice, 14(3), 9-19.
Nerita, S., & Safitri, E. (2023). Analysis of Student Difficulties in Learning Biology. Journal Of Biology Education Research (JBER), 4(1), 1-8.
http://dx.doi.org/10.55215/jber.v4i1.5963
Polit, D. F., & Beck, C. T. (2006). The content validity index: are you sure you know what's being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489-497. https://doi.org/10.1002/nur.20147
Pombo, L., & Marques, M. M. (2019). Learning with the augmented reality EduPARK game-like app: its usability and educational value for primary education. In Intelligent Computing: Proceedings of the 2019 Computing Conference, Volume 1 (pp. 113-125). Springer International Publishing. https://doi.org/10.1007/978-3-030-22871-2_9
Rosa-Castillo, A., García-Pañella, O., Maestre-Gonzalez, E., Pulpón-Segura, A., Roselló-Novella, A., & Solà-Pola, M. (2022). Gamification on Instagram: Nursing students' degree of satisfaction with and perception of learning in an educational game. Nurse Education Today, 118, 105533. https://doi.org/10.1016/j.nedt.2022.105533
Salleh, W. N. W. M., Ahmad, C. N. C., & Setyaningsih, E. (2021). Difficult topics in Biology from the view point of students and teachers based on KBSM implementation. EDUCATUM Journal of Science, Mathematics and Technology, 8(1), 49-56.
https://doi.org/10.37134/ejsmt.vol8.1.6.2021
Santos, A. (2019). Board games as part of effective game-based learning strategies. Learning, Design, and Technology. https://doi. org/10.1007/978-3-319-17727-4_142-1.
Shabiralyani, G., Hasan, K. S., Hamad, N., & Iqbal, N. (2015). Impact of visual aids in enhancing the learning process case research: District Dera Ghazi Khan. Journal of Education and Practice, 6(19), 226-233.
Tauresia, A., Harun, H., Putranta, H., Mailool, J., & Cahyo, H. (2020). The effects of MANSA historical board game toward the students’ creativity and learning outcomes on historical subjects. European Journal of Educational Research, 9(4), 1689-1700. https://doi.org/10.12973/eu-jer.9.4.1689
Virvou, M., & Katsionis, G. (2008). On the usability and likeability of virtual reality games for education: The case of VR-ENGAGE. Computers & Education, 50(1), 154-178. https://doi.org/10.1016/j.compedu.2006.04.004
Zeng, H., Zhou, S. N., Hong, G. R., Li, Q. Y., & Xu, S. Q. (2020). Evaluation of Interactive Game-Based Learning in Physics Domain. Journal of Baltic Science Education, 19(3), 484-498. https://doi.org/10.33225/jbse/20.19.484
