An Empirical Study on Game-Based Learning for Solar System Education using E Game Flow Education Model

Abstract

Science is one of the core subjects in primary education. The conceptual complexity of topics such as the solar system poses persistent challenges for young learners, leading limited interest, low motivation and limited conceptual retention. This paper addresses this problem through Space Adventure, a game-based learning application developed using the Rapid Application Development (RAD) methodology and evaluated with the EGameFlow model. Thirty Year 3 students completed the EGameFlow questionnaire that measured five dimensions of engagement – concentration, goal clarity, feedback, challenge and knowledge improvement. Both the Flow Theory and Cognitive Load Theory served as interpretive frameworks to strengthen the methodological validity analysis with bootstrapping and theoretical sensitivity simulation used to evaluate the stability of the results. Findings revealed the overall enjoyment level of 90.8% (M=4.54) with concentration attained the highest mean (M=4.79). The findings support the idea that gaming mechanics that are pedagogically aligned can produce flow-like engagement with a manageable cognitive load. The study offers a reproducible conceptual model integrating EGameFlow dimensions with flow and cognitive-load processes for an instructional game design in primary science education.