Game-Based Learning for the Promotion of Multidimensional Conceptual Change in Astronomy Education

Research in astronomy education has traditionally focused on students’ conceptual understanding through a cognitive lens, despite growing recognition that learning is multidimensional and extends beyond the acquisition or re-organisation of ideas. Game-based learning (GBL) is increasingly used to support conceptual learning in science, yet it is rarely examined through a conceptual change lens that accounts for both cognitive and affective dimensions, particularly in authentic post-primary astronomy classrooms. As such, this study compares a game-based learning (GBL) approach with a non-game, teacher-led instructional approach incorporating constructivist elements, with both conditions designed to provide comparable opportunities for multidimensional conceptual change in post-primary astronomy, focusing on cognitive and affective learning outcomes. A mixed-methods quasi-experimental design, including diagnostic knowledge tests, affective learning surveys, focus groups and classroom observations, was employed with a cohort of 474 post-primary students, divided into intervention and control groups. Findings indicate that non-digital games can support sustained multidimensional conceptual change for post-primary students. Statistically significant differences were observed between intervention and control groups across both cognitive and affective outcomes. In addition, the game-based learning (GBL) pedagogical intervention created multiple opportunities for students to review and refine their knowledge and perceptions of astronomy. Overall, the multidimensional framework of conceptual change offers a clearer account of how and why teaching astronomy with non-digital games can be effective, contributing to the advancement of both theory and practice.