Impact of Ashiyan Board Game on Iranian Students' Understanding of Native Vertebrates

Contemporary pedagogical research emphasizes active learning strategies to enhance cognitive engagement in primary education. This study investigates the pedagogical efficacy of “Ashiyan“ (whose English equivalent is “Nest“), an interdisciplinary board game developed, modified, and tested during a graduate course on educational games to bridge Iran’s fourth-grade Science (ecology) and Social Sciences (geography) curricula. The main goal of the game is to familiarize students with the five main groups of vertebrates and their characteristics. This familiarization is achieved through native vertebrate specimens so that students not only repeat and practice what they have learned but also become familiar with Iran’s native vertebrates. The research method employed a mixed-methods design. The first part adopted a quantitative quasi-experimental approach with a pre-test/post-test design and an experimental group and a control group. In a quasi-experimental design, participants are not randomly selected, but they are randomly assigned to the experimental and control groups after selection. This method ensures that the assignment to groups is not biased, even though the initial selection of participants was not random. In this study, 120 participants were selected from six Iranian primary schools, and they were randomly assigned to two groups using stratified randomization to balance demographic variables. Following the intervention, learning and retention assessments were administered to both groups, and results were analyzed using inferential statistics to determine and compare the effects and results. In the qualitative phase, the data, gained from thematic analysis of interviews with 10 teachers and class observations, helped the researcher identify recurring patterns in the educational outcomes. A 28% improvement in accuracy (p < 0.01) of species identification was found for the experimental group participants compared to those of the control group, as measured by standardized assessments. Furthermore, a 35% higher retention of ecological relationships after a 4-week period was observed in the experimental group participants compared to those of the control group, as measured by standardized assessments. Qualitative data from 10 teacher interviews and classroom observations highlighted enhanced motivation, with 80% of students voluntarily engaging in post-game conservation activities. Thematic analysis identified three key drivers for this engagement: “Gamified rewards“, “Supportive peer interactions“, and “Real-world ecological storytelling“ embedded in the game design. “Ashiyan“ presents an adaptable framework for converting rigid academic material into culturally responsive, interactive programs, fostering students’ development as proactive environmental guardians. Researchers can adapt its mechanics, dynamics, and narrative for other ecosystems and compare cross-contextual outcomes. Additionally, the study bridges traditionally separate domains, advancing educational sustainability science.