USE OF INTERACTIVE VISUAL NOVEL GAME IN TEACHING GRADE 8 PHYSICS

Janine Faye B. Tagarda and Arnel A. Lorenzana, MST*

Bicol University, Legazpi City
E-mail: jah.tagarda@gmail.com

This pre-experimental study was conducted to find out the effects of the Interactive
Visual Novel Game (IVNG) in Grade 8 Physics entitled “ Fractured Fairytale: Chronicles of
Newtonia” on the students’ conceptual understanding, critical thinking skills, attitude towards
Physics, and social skills. In this study, the game was developed by the researcher, and validated
by experts, together with 7 lessons integrating the game. One group pretest-posttest was given to
the students to assess the conceptual understanding and critical thinking skills before and after
the implementation, while in measuring the students’ attitude towards Physics and social skills,
attitude checklist, journals, and focus group discussion were used.
The developed IVNG in Grade 8 Physics focused on Force and Motion, and has the
following features: 1) varied visual examples, diagrams, and supplemental videos; (2) micro-
tasks or quests to be completed by students; and (3) immediate feedback in answering questions,
which can be used as an instructional material. The developed IVNG was integrated in most of
the phases of the lessons to facilitate a meaningful learning experience in Science 8. The
integration varied with the objectives formed in each phase of the lessons. The dynamics in the
implementation of the Interactive Visual Novel Game revealed active student involvement and
participation in the learning activities in the classroom, proper classroom management with the
proper guidance of the teacher, and proper use of IT resources in the learning activities for each
lesson.
Findings revealed that the effect of the IVNG on the students’ conceptual understanding
has a highly significant increase in their performance level, from 27.26% to 40.10% (p-
value=0.00); for critical thinking skills, there was also a highly significant increase in the
performance level, from 27.44% to 50.26% (p-value=0.00). Students who had more direct access
to the game have higher increase from 26.60% to 50.64% in the conceptual understanding test,
and from 42.31% to 68.27% in the critical thinking skills test, compared to the students who had
lesser direct access to the game.
Moreover, findings further revealed that there was also a highly significant increase with
the students’ attitude towards Physics, and improved social skills. Thus, the use of Interactive
Visual Novel Game has enhanced the students’ conceptual understanding and critical thinking
skills, and has infused a positive effect on their attitude towards Physics and social skills.