doi: 10.18178/ijiet.2025.15.4.2285
Can Serious Games Reduce Electric Current Misconceptions among 10<sup>th</sup> Grade Moroccan Science Pupils?
Mohamed Achour1,*
,
Jalal Khouna2 ,
Ahmed Tahiri1
- 1Laboratory of Computer Science and Interdisciplinary Physics (L.I.P.I), Normal Superior School (ENS), Sidi Mohamed Ben Abdellah University, Fez, Morocco
- 2Interdisciplinary Research Laboratory in Didactic, Education and Training (LIRDEF), Normal Superior School (ENS), Cadi Ayyad University, Marrakech, Morocco
- Manuscript receivedOctober 9, 2024
- revisedOctober 23, 2024
- acceptedJanuary 17, 2025
- publishedApril 18, 2025
Abstract
This study examined the effectiveness of serious games in reducing misconceptions held by 10th grade Moroccan learners regarding the electric current concept. The sample comprised 42 learners from a secondary public school. All categories of misconceptions were probed by means of a diagnostic instrument. The items consisted of twelve qualitative conceptual questions. The analysis of data collected through SPSS software showed a significant difference in terms of learning achievement between the pre-test and post-test, with pupils performing significantly better on the post-test. It was also found from a deeper analysis that the integration of serious games as alternative didactic tools reduces, to a certain extent, the pupils’ misconceptions. The results from this study are in accordance with previous related studies, and suggest that serious games can replace the usual instructional tools in specific situations in helping teachers to create a meaningful conceptual change for pupils.
Keywords
- learning achievement
- serious games
- electric current
- misconceptions
- diagnostic instrument
How to Cite
Mohamed Achour, Jalal Khouna, and Ahmed Tahiri, "Can Serious Games Reduce Electric Current Misconceptions among 10<sup>th</sup> Grade Moroccan Science Pupils?," International Journal of Information and Education Technology, vol. 15, no. 4, pp. 795-802, 2025. https://doi.org/10.18178/ijiet.2025.15.4.2285
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).