Can Serious Games Reduce Electric Current Misconceptions among 10th Grade Moroccan Science Pupils?

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.