Game-Based Digital Simulation on Chemical Reaction for Deaf Learners
DOI:
https://doi.org/10.5281/Keywords:
Game-Based Learning, Digital Simulations, Deaf Learners, Chemical Reactions, Inclusive Education, Visual-Spatial Learning, Science InstructionAbstract
This study determined the effectiveness of a Game-Based Learning (GBL) through digital simulations in teaching the conceptual understanding of chemical reactions to Grade 10 deaf learners of Naga Special Education Center, Naga, Cebu, during the Third Quarter of the School Year 2025–2026 as a basis to propose an enhanced game-based instructional model. The research aimed to integrate digital simulations and inclusive teaching strategies tailored to the visual-spatial strengths and communication needs of deaf learners particularly in describing the indicators for a chemical, identifying common acids, bases, and salts using different indicators, and describing important types of chemical reactions. A single-case study design with quantitative emphasis was employed, involving seven deaf learners as embedded units of analysis. The game-based instructional model, grounded in Game-Based Learning Theory, Constructivist Learning Theory, and Gardner’s Multiple Intelligences Theory, the research addressed persistent challenges in teaching abstract chemistry concepts to deaf students, particularly those arising from linguistic barriers in Filipino Sign Language and the visual demands of science instruction. Statistical analysis confirmed a significant difference between pre-test and post-test scores, with very large effect sizes, demonstrating the substantial impact of Game-Based Learning on deaf learners’ learning outcomes and engagement levels. Most learners demonstrated moderate to high conceptual improvement. Engagement and motivation were consistently rated high, reflecting the positive impact of visually rich, interactive simulations. Findings indicated notable increases in post-test scores across competencies, with most learners demonstrating moderate to high conceptual gains. Engagement and motivation were rated at high levels, suggesting that visually rich and interactive simulations effectively supported comprehension and participation. The results highlight the potential of digital game-based simulations to reduce cognitive load, leverage visual-spatial strengths, and address instructional gaps in inclusive science classrooms. The study proposes an Enhanced Game-Based Instructional Model tailored for deaf learners, contributing to inclusive and technology-mediated science education practices in the Philippine SPED context.
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