Virtual Booth

Lautalynva's memoric is grounded in Kolb's (1984) Experiential Learning Theory, which emphasizes knowledge construction through direct experience rather than passive learning (Krath et al., 2021). By transforming abstract and complex biological concepts into interactive gameplay, the card game creates an environment where students can actively engage with the material and learn throughout the gameplay (Bakan & Bakan, 2018). Research shows that this method not only enhances knowledge retention through heightened engagement (Hsieh et al., 2016; Alenjadria et al., 2023) but also improves conceptual understanding and class engagement (Braghirolli et al., 2016). Comparative studies demonstrate that while traditional methods still remain effective, students using educational card games showed significantly greater score improvements (Gutierrez, 2014), with many students finding the game-based approach highly satisfactory for reinforcing knowledge and reviving enthusiasm (Subramaniam et al., 1999). With usefulness received the highest rating (4.40 = very satisfactory) from the students, which shows that the card game is really useful in terms of learning and recalling biological concepts. This is consistent with the positive result acquired by the card game in the test for effectiveness (Gutierrez, 2014). These findings align with Odenweller et al. (1998), whose research confirmed card games successfully promote active learning, aid concept recall, and stimulate discussion among peers. As a student-centered tool, Lautalynva's memoric facilitates active, independent learning while making complex biological processes more accessible and enjoyable.