Impact of Ashiyan Board Game on Iranian Students' Understanding of Native Vertebrates

A quasi-experimental study conducted in Iran examined whether "Ashiyan," an interdisciplinary board game developed to bridge fourth-grade science and social studies curricula, could improve primary students' understanding of the five major vertebrate groups native to Iran: fish, amphibians, reptiles, birds, and mammals. The researchers, affiliated with Allameh Tabataba'i University, used a mixed-methods design involving 120 students drawn from six primary schools, randomly assigned to experimental and control groups after non-random selection, with stratified randomization applied to balance demographic variables. Standardized teacher-made tests were administered as pre-tests, post-tests, and a retention test four weeks later, supplemented by semi-structured interviews with ten teachers and classroom observations.

The quantitative results indicate that the experimental group outperformed the control group, with a 28% greater accuracy in species identification (post-test) and a 35% higher retention of ecological relationships, both reported as statistically significant at p < 0.01. Pre-test scores were comparable across groups, and the authors reported that assumptions for repeated measures ANOVA were satisfied. Qualitative analysis of teacher interviews and observations identified three overarching themes: gamified rewards driving intrinsic motivation, supportive peer interactions that produced a friendlier classroom climate, and real-world ecological storytelling that fostered positive environmental attitudes. Approximately 80% of students reportedly engaged voluntarily in post-game conservation activities.

The authors conclude that educational board games can serve as an effective tool for raising cognitive engagement and supporting ecological literacy, positioning Ashiyan as an adaptable model for culturally responsive science instruction. They acknowledge notable limitations, including the modest sample drawn from only six schools, a four-week intervention window that precludes assessment of durable behavioral change, and reliance on teacher-reported qualitative evidence. Future work is recommended with larger, more diverse samples, longer follow-up periods, and hybrid designs combining physical and digital game elements.