Development and Validation of Perioble: A Board Game for Learning the Periodic Table of Elements
English
DOI:
https://doi.org/10.48017/dj.v11i2.3712Keywords:
perioble, periodic table of elements, educational board game, instructional material validation, game-based learning.Abstract
Many junior high school students find the Periodic Table of Elements difficult to master due to its abstract structure and repetitive recall demands, highlighting the need for more engaging and cognitively supportive learning tools. This study developed and validated Perioble, a researcher-designed board game intended to enhance Grade 8 learners’ understanding of the periodic table. Guided by a descriptive-developmental design and the ADDIE framework, the game was conceptualized and constructed based on student-centeredness, explicit goal–rule structures, immediate feedback, and interactivity. Nine expert science teachers evaluated its content quality, scientific accuracy, and instructional and technical design using the DepEd LRMDS tool, after which revisions were implemented prior to learner validation. The updated version was then pilot-tested with nine Grade 9 students who assessed its clarity, format, and content through an adapted evaluation instrument. Expert evaluators found the game relevant, accurate, and pedagogically coherent, recommending it for public school use after minor refinements, while students rated it excellent in terms of layout, mechanics, and conceptual clarity. Overall, the validation results demonstrate that Perioble is instructionally sound, visually accessible, and highly acceptable to its intended users, suggesting its strong potential as a supplementary classroom tool that teachers can integrate into lessons to reinforce engagement, conceptual understanding, and active learning in chemistry.
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