Game-Based Learning in Astronomy: Teacher and Student Perspectives on Non-Digital Games

Educational games enhance science learning by offering interactive experiences beyond traditional classroom methods. While digital games are widely studied, non-digital games remain underexplored, with limited guidance on their educational value. This study examines the pedagogical potential of non-digital games in astronomy education. Using purposive sampling, science teachers and secondary students participated in the research. Results show that non-digital games foster dynamic, engaging learning environments and support understanding of physics and astronomy concepts. Seven key game features were identified as especially effective. Additionally, factors such as prior knowledge, gaming experience, and age influenced learning outcomes. The study offers practical recommendations for incorporating non-digital games into science curricula, highlighting their accessibility and relevance. Thus, this research contributes valuable insights to the field of game-based learning and supports the broader use of low-tech educational tools in formal science education settings.