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An important role of educational computer games and pedagogies of game-based learning has been recognized widely in science education research and development. In the context of physics education, very few studies have developed physics learning games and transformed physics concepts into digital games. This research designed an educational digital game for promoting students’ learning of the physics concept of static electricity. Moreover, a game-based pedagogy, named student-associate game-based open inquiry (SAGOI), has been used to deliver the physics lesson to 34 eleventh-grade students who had never had a learning experience with the static electricity concept with educational digital games before. In the SAGOI learning process, the student must perform investigative planning and collaboration through an open-inquiry process with the support of a proposed digital game, called Electrilism War game, for 150 minutes. The results showed that the students’ post-class conceptual learning scores on static electricity concepts did not significantly increase compared to the pre-class scores. In terms of motivation toward physics, their self-efficacy (SE) in physics learning was significantly higher than before receiving the intervention. However, another four dimensions, i.e., intrinsic motivation (IM), career motivation (CM), self-determination (SD), grade motivation (GM), were not statistically different between pre-and post-test measurements. In addition, the students’ learning perceptions were higher than 60 percent, and there was no significant gender difference between female and male perceptions of the intervention. This finding could argue that using educational digital games in school physics education should be carefully considered and implemented for students learning. How to design an educational digital game and apply it with potential pedagogies should be centered for future study regarding the physics concept of static electricity.
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