Mixed-methods study demonstrates acceptable content validity and instructional quality of a special relativity game, suggesting effectiveness in enhancing learning.
Teaching modern physics, particularly special theory of relativity (STR), is challenging because of its abstract nature which requires thought experiments. This mixed-methods study was designed, developed and assessed a Special Relativity Game of Games (SRGoG) to overcome such challenges and enhance learning. Guided by a Plan-Do-Check-Act (PDCA) framework, and a convenience sampling technique, several students and teachers from a state university evaluated the game-based learning (GBL) tool’s efficacy. Quantitative data indicated the game to be very acceptable for both its content validity (M = 4.85, SD = 0.35) and instructional and technical quality (M = 4.81, SD = 0.42). Qualitative findings, have also shown valuable feedback implying its student-centered characteristics such as educational, easy-to-use, user-friendly, and engaging. These results suggest the potential use of the board game for instructional purposes.
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Busime et al. (2025) studied this question.
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