Optimizing experiential learning in science education: The role of two-tier testing in digital game-based learning

Abstract

Science education aims to cultivate students’ scientific literacy, problem-solving abilities, and critical thinking skills through engaging and effective instructional approaches. However, traditional teaching methods often struggle to foster deep conceptual understanding and sustained interest in scientific learning. To address these challenges, digital game-based learning (DGBL) has emerged as a promising approach, providing an enjoyable, interactive, and immersive environment that enables students to experience and apply scientific knowledge in authentic contexts. Building upon this foundation, this study explores the effectiveness of two-tier test-based digital game-based learning (TT-DGBL), which integrates diagnostic assessments within a game environment to identify and correct students’ misconceptions through adaptive feedback. A quasi-experimental design was employed to compare the impact of TT-DGBL and conventional DGBL on academic performance and flow experience among sixth-grade students. Additionally, lag sequential analysis was conducted to examine students’ behavioral patterns in the game-based learning process. The findings indicate that TT-DGBL significantly enhances students’ academic performance and flow experience, while also promoting positive and sustained learning behaviors more effectively than conventional DGBL. These results suggest that incorporating two-tier testing into DGBL can serve as an effective strategy for fostering deeper engagement and conceptual understanding in science education.