Game-Based Learning in Biology Education: Designing and Evaluating the BioQuest Mobile Learning Prototype

Authors

  • Nadya Meirizka Putri Universitas Pendidikan Indonesia, Indonesia
  • Rizki Hikmawan Universitas Pendidikan Indonesia, Indonesia

DOI:

https://doi.org/10.33394/jp.v13i3.20438

Keywords:

Game-Based Learning, Usability, Cognitive Load, User-Centered Design, Biology Learning

Abstract

Abstract: This study aims to develop and evaluate BioQuest, a mobile educational game prototype for junior high school Biology learning in Indonesia, using a User-Centered Design (UCD) approach. The evaluation was conducted through two iterative cycles focusing on interface design, usability, cognitive load profiles, and the relationship between usability and extraneous cognitive load (ECL). Data were collected using several instruments, including Cognitive Walkthrough (CW), the System Usability Scale (SUS) adapted from task performance on the Maze platform, the User Experience Questionnaire Plus (UEQ+) covering 10 dimensions, a cognitive load questionnaire measuring intrinsic cognitive load (ICL), extraneous cognitive load (ECL), and germane cognitive load (GCL), as well as semi-structured interviews. The first evaluation cycle (UE1) involved 13 participants, while the second cycle (UE2) involved 21 participants, including both returning and newly recruited students. The results showed that UE1 achieved a SUS score of 86, while UE2 achieved a score of 82.5; both scores were categorized as “very good” and exceeded the average usability threshold. All 10 UEQ+ dimensions in both cycles were classified within the very positive category (2.00–2.73 in UE1 and 2.18–2.60 in UE2). The cognitive load profile was optimal across both evaluation cycles, with extraneous cognitive load (ECL) remaining controlled (low in UE1 and moderate in UE2) and germane cognitive load (GCL) consistently high (M = 5.74 in UE1; M = 6.19 in UE2), indicating strong cognitive engagement during learning activities. A descriptive comparative analysis revealed a negative relationship between usability and ECL across iterations. These findings provide empirical evidence that a UCD-based iterative approach can effectively support the development of mobile educational games with high usability, positive user experience, and a cognitive load profile that promotes meaningful Biology learning at the junior high school level.

References

Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives (Complete ed.). Longman.

Alsadi, M., & McPhee, C. (2021). A user-centered design approach for developing an e-learning system for use in a Saudi Arabian university. International Journal of Emerging Technologies in Learning (iJET), 16(6), 136–155. https://doi.org/10.3991/ijet.v16i06.16944

Bangor, A., Kortum, P., & Miller, J. (2008). An empirical evaluation of the System Usability Scale. International Journal of Human–Computer Interaction, 24(6), 574–594. https://doi.org/10.1080/10447310802205776

Barz, N., Benick, M., Dörrenbächer-Ulrich, L., & Perels, F. (2024). The effect of digital game-based learning interventions on cognitive, metacognitive, and affective-motivational learning outcomes in school: A meta-analysis. Review of Educational Research, 94(2), 193–227. https://doi.org/10.3102/00346543231167795

Clark, R. C., & Mayer, R. E. (2019). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning (4th ed.). Wiley.

Curum, B., & Khedo, K. K. (2021). Cognitive load management in mobile learning systems: A systematic review of empirical studies. Journal of Computers in Education, 8(2), 239–281. https://doi.org/10.1007/s40692-020-00181-6

Dewi, C., Prabawa, H. W., & Suhandi, A. (2021). Mobile-based game-based learning for science: Effectiveness and students' perceptions. Journal of Physics: Conference Series, 1806(1), 012106. https://doi.org/10.1088/1742-6596/1806/1/012106

Faudzi, M. A. Z., Che Cob, Z., Sharudin, S. A., Omar, R., & Ghazali, M. (2024). The effects of user interface design for mobile learning application on learner's extraneous cognitive load: A conceptual framework. In Proceedings of the Asian HCI Symposium 2023 (Asian CHI '23) (pp. 51–57). Association for Computing Machinery. https://doi.org/10.1145/3604571.3604579 .

Ghoulam, K., Bouikhalene, B., Babori, A., & Falih, N. (2024). Gamification in e-learning: Bridging educational gaps in developing countries. International Journal of Advanced Corporate Learning (iJAC), 17(1), 85–95. https://doi.org/10.3991/ijac.v17i1.47631

Hollender, N., Hofmann, C., Deneke, M., & Schmitz, B. (2010). Integrating cognitive load theory and concepts of human–computer interaction. Computers in Human Behavior, 26(6), 1278–1288. https://doi.org/10.1016/j.chb.2010.05.031

Hikmawan, R., Rohendi, D., Septiadi, J., & Arrumaisha, N. (2025). Designing AI-based learning assistant to elevate computational thinking: A UX-focused redesign approach. Jurnal Paedagogy, 12(4), 993–1006. https://doi.org/10.33394/jp.v12i4.16705

Kalogiannakis, M., Papadakis, S., & Zourmpakis, A.-I. (2021). Gamification in science education: A systematic review of the literature. Education Sciences, 11(1), Article 22. https://doi.org/10.3390/educsci11010022

Kemendikbudristek. (2022). Keputusan Menteri Pendidikan, Kebudayaan, Riset, dan Teknologi Nomor 56/M/2022 tentang Pedoman Penerapan Kurikulum dalam rangka Pemulihan Pembelajaran. Kementerian Pendidikan, Kebudayaan, Riset, dan Teknologi Republik Indonesia.

Klepsch, M., Schmitz, F., & Seufert, T. (2017). Development and validation of two instruments measuring intrinsic, extraneous, and germane cognitive load. Frontiers in Psychology, 8, Article 1997. https://doi.org/10.3389/fpsyg.2017.01997

Koć-Januchta, M. M., Schönborn, K. J., Roehrig, C., Tibell, L. A. E., & Heller, C. (2022). "Connecting concepts helps put main ideas together": Cognitive load and usability in learning biology with an AI-enriched textbook. International Journal of Educational Technology in Higher Education, 19, Article 11. https://doi.org/10.1186/s41239-021-00317-3

Mayer, R. E. (2019). Multimedia learning (3rd ed.). Cambridge University Press.

Norman, D. (2013). The design of everyday things (Revised and expanded ed.). Basic Books.

Papadakis, S. (2021). Tools for evaluating educational apps for young children: A systematic review of the literature. Advances in Mobile Learning Educational Research, 1(1), 1–10. https://doi.org/10.25082/AMLER.2021.01.001

Park, H., & Kim, S.-Y. (2024). Differential impact of WM load on attention in young adults versus children and adolescents. Children, 11(9), Article 1057. https://doi.org/10.3390/children11091057

Schrepp, M., & Thomaschewski, J. (2023). UEQ+ handbook (Version 6). https://ueqplus.ueq-research.org/Material/UEQ+_Handbook_V6.pdf

Schrepp, M., Kollmorgen, J., Meiners, A.-L., Hinderks, A., Winter, D., Santoso, H. B., & Thomaschewski, J. (2023). On the importance of UX quality aspects for different product categories. International Journal of Interactive Multimedia and Artificial Intelligence, 8(3), 50–57. https://doi.org/10.9781/ijimai.2023.03.001

Sweller, J. (2010). Element interactivity and intrinsic, extraneous, and germane cognitive load. Educational Psychology Review, 22(2), 123–138. https://doi.org/10.1007/s10648-010-9128-5

Teasley, S. D., Kay, M., Elkins, S., & Hammond, J. (2021). User-centered design for a student-facing dashboard grounded in learning theory. In M. Sahin & D. Ifenthaler (Eds.), Visualizations and dashboards for learning analytics (pp. 151–175). Springer. https://doi.org/10.1007/978-3-030-81222-5_9

Toh, T. J., & Tasir, Z. (2024). The impact of a mobile learning application on students’ cognitive load and learning performance in biology. Journal of Information Technology Education: Research, 23, Article 26. https://doi.org/10.28945/5380

UNESCO. (2023). Technology in education: A tool on whose terms? Global education monitoring report 2023. UNESCO. https://doi.org/10.54675/UZQV8501

Zourmpakis, A.-I., Papadakis, S., & Kalogiannakis, M. (2023). Adaptive gamification in science education: An analysis of the impact of implementation and adapted game elements on students' motivation. Computers, 12(7), Article 143. https://doi.org/10.3390/computers12070143

Zukswert, J. M., Barton, H. A., & Momsen, J. L. (2020). Troublesome jargon in biology: What terms do students find difficult? CBE—Life Sciences Education, 19(1), Article ar6. https://doi.org/10.1187/cbe.19-04-0093

Downloads

Published

2026-07-09

How to Cite

Meirizka Putri, N., & Hikmawan, R. (2026). Game-Based Learning in Biology Education: Designing and Evaluating the BioQuest Mobile Learning Prototype. Jurnal Paedagogy, 13(3), 1032–1046. https://doi.org/10.33394/jp.v13i3.20438

Issue

Vol. 13 No. 3 (2026): July

Section

Articles

Citation Check

License

Copyright (c) 2026 The Author(s)

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

License and Publishing Agreement
In submitting the manuscript to the journal, the authors certify that:

  • They are authorized by their co-authors to enter into these arrangements.
  • The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
  • That it is not under consideration for publication elsewhere,
  • That its publication has been approved by all the author(s) and by the responsible authorities tacitly or explicitly of the institutes where the work has been carried out.
  • They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  • They agree to the following license and publishing agreement.

Copyright
Authors who publish with Jurnal Paedagogy agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.

Licensing for Data Publication

Jurnal Paedagogy use a variety of waivers and licenses, that are specifically designed for and appropriate for the treatment of data:
Other data publishing licenses may be allowed as exceptions (subject to approval by the editor on a case-by-case basis) and should be justified with a written statement from the author, which will be published with the article.