Fostering Student Understanding of Space Biology Concepts Through the 'Exomon Space' Educational Board Game: A Multidisciplinary Approach to Interactive Learning
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Issued Date
2025-01-01
Resource Type
Scopus ID
2-s2.0-105004983038
Journal Title
2025 14th International Conference on Educational and Information Technology, ICEIT 2025
Start Page
312
End Page
316
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SCOPUS
Bibliographic Citation
2025 14th International Conference on Educational and Information Technology, ICEIT 2025 (2025) , 312-316
Suggested Citation
Unwet W., Sriwattanarothai N. Fostering Student Understanding of Space Biology Concepts Through the 'Exomon Space' Educational Board Game: A Multidisciplinary Approach to Interactive Learning. 2025 14th International Conference on Educational and Information Technology, ICEIT 2025 (2025) , 312-316. 316. doi:10.1109/ICEIT64364.2025.10975918 Retrieved from: https://repository.li.mahidol.ac.th/handle/123456789/110296
Title
Fostering Student Understanding of Space Biology Concepts Through the 'Exomon Space' Educational Board Game: A Multidisciplinary Approach to Interactive Learning
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Author's Affiliation
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Abstract
Space biology, an interdisciplinary field within STEM educations, examines the effects of unique environmental factors in space-such as microgravity, radiation, and extreme temperatures-on living organisms. Despite its importance, teaching space biology at the secondary level presents significant challenges, including reliance on expensive technologies and the absence of engaging instructional methods. To address these challenges, the Exomon Space educational board game was developed as an innovative, interactive tool to enhance student understanding of space biology concepts. This study evaluates the game's effectiveness through a mixed-methods approach involving Grade 10 students from a Thai public school. Participants engaged in a 120-minute session consisting of gameplay, debriefing, and assessment activities. Data were collected using open-ended questions, perception questionnaires, and semi-structures interviews. Results reveal that students perceived the game as engaging, collaborative, and visually appealing, underscoring its potential to promote active learning. However, their conceptual understanding of complex topics, such as the biological effects of microgravity and radiation, remained surface-level. These findings suggest the need for more structured debriefing sessions and supplementary educational materials to deepen learning. The study highlights the value of gamified, multidisciplinary approaches in enhancing STEM education and offers insights for developing educational tools in similar contexts.