Digital game-based learning in science education: Advancing motivation and deep understanding among middle school girls

Abstract

Persistent challenges in science education, notably weak conceptual comprehension and declining student motivation, hinder the achievement of deeper learning objectives. This is particularly critical in rapidly developing nations like Oman, where educational outcomes are directly tied to the strategic goals of Oman Vision 2040. To address this need, this study investigates the value of integrating digital educational games as an innovative strategy to promote deeper understanding and enhance motivation among eighth-grade female students in Omani science classes. Employing a quasi-experimental design with 146 students divided into experimental and control groups, the study consisted of a two-week intervention in which the experimental group was taught using platforms such as Kahoot, Wordwall, and Quizizz. The findings make a significant contribution to the field by demonstrating that game-based learning yielded statistically significant improvements, with a large effect on learner motivation (η² = 0.796) and a moderate effect on deep understanding (η² = 0.066). Specifically, the study adds nuanced insight by showing that while digital games strongly enhanced knowledge acquisition, application, and classroom enthusiasm through interactive and competitive features, the development of higher-order reasoning skills may require longer-term exposure. Based on these outcomes, the study provides practical recommendations for integrating digital games into pedagogy and calls for future research to explore their long-term impact on higher-order thinking, thereby offering a valuable pathway for creating more engaging and meaningful science learning experiences aligned with 21st-century educational goals.