Development of Board Game “City360” in Teaching Electricity for Grade 8 Learners

The integration of board games into educational applications has shown significant promise in enhancing student engagement. The goal of this study is to amplify the knowledge of electricity, a difficult topic in Physics classes. The study used a developmental research framework with identifying the most difficult topic to teach and learn with teachers and learners respectively using a structured survey. The second phase was the evaluation of physics experts and science teachers’ feedback into developing City360 board game, utilizing a mixed method of qualitative and quantitative support research design following the Successive Approximation Model. In the last stage, the intervention is implemented in Grade 8 classrooms in control group (without the exposure of the developed material) and experimental group (with exposure of the developed material) and the conceptual gain of the learners is evaluated. Analysis for qualitative insights, mean computation for rating scales, and normalized gain for quantitative assessment are examples of data analysis techniques used in this study. Moreover, ethically informed permission and participant’s anonymity were given top priority. The main objective is to develop board games as a learning tool that improves learner’s academic performance in the field of electricity. The developed “City360” received an “Excellent” rating from the 5 Physics experts and 6 Science teachers indicating that all areas of the work competently covered by the City360 board game. Hence, the current study suggested implementing the material and employing conceptual gains from a pre-and post-test before and after the utilization of the City360 to assess learners’ understanding of electricity.