Game-Based vs. Simulation-Based Instruction: exploring the sequencing effect on elementary pre-service teachers' understanding of the photoelectric effect

Razan Hamed; N. Sanjay Rebello

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arXiv · 2606.03615

Game-Based vs. Simulation-Based Instruction: exploring the sequencing effect on elementary pre-service teachers' understanding of the photoelectric effect

Razan Hamed·N. Sanjay Rebello

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Abstract

The use of digital tools and multiple representations like educational games and interactive simulations is of great importance to physics education. This study investigates the sequencing effects of an educational video game 'Photon Jump' and the PhET Photoelectric Effect simulation on pre-service teachers' understanding of the photoelectric effect. Using a counterbalanced quasi-experimental crossover design, pre-service teachers enrolled in a physics course (N = 83) experienced both interventions in opposite orders. Conceptual understanding was measured across three standardized assessments, complemented by open-ended reflection questions on participants' preferences and willingness to use both tools for future learning. The simulation-first sequence yielded a greater significant improvement in performance p = 0.001 as compared with game-first sequence p = 0.06. participants' preferences for using the game as opposed to the simulation were dependent on the sequence that they were randomly assigned to. Findings underscore the complementary strengths of game-based and simulation-based instruction, highlighting the importance of choosing the right sequence when using multiple representations in teaching abstract physics phenomena to pre-service teachers.

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Razan Hamed, N. Sanjay Rebello. 2026-06-02. Game-Based vs. Simulation-Based Instruction: exploring the sequencing effect on elementary pre-service teachers' understanding of the photoelectric effect. https://arxiv.org/abs/2606.03615

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