Membrane Movers: A Game-Based Instructional Tool for Teaching Cell Membrane in Secondary Biology

Membrane transport is often challenging for students to understand because it involves abstract biological processes that cannot be directly observed in the classroom, which may reduce student interest and engagement with the topic. This study examined the design, implementation, and classroom feasibility of an educational board game developed to teach Grade 10 Biology students about cell membrane transport. Using a design-based, descriptive mixed-methods approach, the study explored instructional alignment, student engagement and classroom feasibility through student questionnaires (n=20), open-ended responses, teacher observations adapted from the Playful Learning Observation Tool (PLOT), and alignment with North Dakota Science Standards. Quantitative data were analyzed descriptively while qualitative data were examined through thematic analysis and triangulation. Results indicated high levels of student enjoyment and engagement (M=4.28, SD=0.46) supported by teacher observations of active participation, collaboration and concept-driven decision-making. Triangulated findings showed strong convergence in engagement, rule clarity, collaboration and conceptual learning although some divergence was noted concerning time and pacing during implementation. These findings suggest that Membrane Movers is a feasible and standards-aligned instructional approach for teaching membrane transport. The study provides preliminary evidence supporting the use of analog educational board games in science education and offers a model for designing or adapting game-based learning interventions.

Game-based learning, educational board games, Biology education, cell membrane transport, secondary science

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