<![CDATA[This study examined the changes students' conceptual understanding and problem-solving skills in kinematics following the implementation of KineQuest as a game-based strategy. A pre-experimental design, specifically the one-group pretest-posttest design supported by a descriptive normative design, was implemented among 32 students. The developed Lesson Exemplar integrating KineQuest was rated from Very Satisfactory to Outstanding, while KineQuest was rated Outstanding by the Learning Resource Evaluators (LREs) across all criteria. Based on the KAT, students’ conceptual understanding shifted from Nearly Proficient to Proficient in velocity, while in acceleration they remained at Nearly Proficient level. In problem-solving skills, students improved from Low Proficient to Nearly Proficient in velocity and from Nearly Proficient to Proficient in acceleration. The statistical analysis revealed a significant increase in pre-test and post-test scores (p = 0.00) following exposure to KineQuest. Furthermore, a moderately positive correlation (ρ = 0.632, p-value = <.001) was found between conceptual understanding and problem-solving skills, highlighting the association between conceptual knowledge and the application of knowledge through problem-solving. The findings suggest that KineQuest has potential as a curriculum-aligned and developmentally appropriate game-based strategy for supporting students’ conceptual understanding and problem-solving skills. Given the pre-experimental design, the findings should be interpreted with caution. It is recommended that science teachers consider game-based strategies like KineQuest as supplementary learning activities. Further research may be done involving larger samples, comparison group and longer implementation periods is needed to validate the results.]]>
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