The present study examined the influence of the method of physical activity games and digital games on 9th-grade students’ achievements in a physics lesson. In the study, the semi-experimental design was used. The study group was made up of secondary school 9th-grade students from three different groups at a public school. The 1st experimental group included 27 students who were taught using the method of Physical Activity Games. The 2nd experimental group included 28 students who were taught using Digital Games. As for the third group, the control group, 28 students were selected. Concept Achievement Test with 30 items and Open-Ended Questions Exam with 11 items were used as the data collection tools. The findings revealed that instructions utilizing digital games and physical activity games contributed positively to the students’ academic achievements. Whether it is a digital game or a physical activity game, it was seen that the students in any experimental groups entertained while learning due to either game-based method of teaching that, they eliminated their bias regarding physics lessons and that they did not feel afraid of physics any longer. Consequently, these methods allowed the students to concentrate on the concepts.

本研究在物理课上考察了体育锻炼游戏和数字游戏方法对9年级学生成绩的影响。在研究中，使用了半实验设计。研究小组由来自公立学校三个不同小组的9年级学生组成。第一个实验组包括27名学生，他们通过体育锻炼游戏进行了教学。第二实验组包括28名使用数字游戏教学的学生。对于第三组，对照组，选择了28名学生。数据收集工具使用了30个项目的概念成就测试和11个项目的不限成员名额考试。调查结果表明，利用数字游戏和体育锻炼游戏的指导对学生的学业成绩有积极的贡献。无论是数字游戏还是体育活动游戏，都可以发现，任何实验组的学生在学习时都会娱乐，这是基于游戏的教学方法，他们消除了对物理课的偏见，并且不感到害怕物理学。因此，这些方法使学生可以专注于概念。