A TWO-ECHELON SUPPLY CHAIN MODEL FOR TIME DEPEPENDENT DETERIORATING PRODUCTS WITH TIME-DEPENDENT DEMAND, DEMAND-DEPENDENT PRODUCTION RATE AND SHORTAGES WITH FUZZY AND HEXAGONAL FUZZY DEMANDS

In the era of rapidly evolving pedagogical methods, gamification and game-based learning have emerged as innovative strategies to enhance student engagement and academic achievement. This study investigates the effectiveness of card games as a pedagogical tool in improving the learning outcomes of secondary-level students in biology, specifically focusing on the topic "The Fundamental Unit of Life – Cell." A quasi-experimental design was adopted, involving 65 Class IX students from a school in Surat, Gujarat. Pre-test and post-test achievement scores were analyzed using t-test, revealing a statistically significant improvement in the experimental group's performance. Additionally, qualitative data from observation schedules and feedback forms underscored the development of key 21st-century skills such as communication, collaboration, critical thinking, and Conceptual correlation. The card game, composed of 52 cards with pairing mechanisms based on biological terminologies and diagrams, not only facilitated conceptual clarity but also fostered student motivation and curiosity towards science learning. The results suggest that integrating card games into the science curriculum is an effective and enjoyable strategy to reinforce complex biological concepts, promote peer learning, and enhance academic performance. This study highlights the potential of gamified instructional strategies to transform science education and recommends broader implementation for improved student engagement and learning outcomes in STEAM disciplines.