Using Gamification in Science Learning: Achievement, Attitudes, and Skills

• Published in: Bulletin of education and research Vol. 46; no. 3; p. 77
• Main Authors: Ciftel, Meral, Hulya Aslan Efe, Efe, Rifat
• Format: Journal Article
• Language: English
• Published: Lahore Knowledge Bylanes 31.12.2024; University of the Punjab Lahore Institute of Education & Research
• Subjects: Academic achievement; Achievement tests; Activity Units; Classroom Environment; Classroom Techniques; Cognitive Development; Control Groups; Data collection; Design; Education; Educational aspects; Educational evaluation; Educational Practices; Educational Quality; Educational technology; Experiential Learning; Experimental Groups; Game Based Learning; Games; Gamification; Grade 6; Influence of Technology; Learning activities; Learning Motivation; Learning Processes; Lesson Plans; Literature reviews; Methods; Motivation; Quasiexperimental Design; Reliability; Science education; Sciences education; Student attitudes; Student Motivation; Success; Turkey
• ISSN: 0555-7747

This study explores how gamification enriched learning activities affect science learning in terms of achievement, attittues and science learning skills. Fourty-three 6th grade students participated in the study which employed a quasi-experimental design that included an experimental group receiving science education through gamification activities over a eight week period. The analysis of the data revealed that after the eight weeks of intervention, the control group students' academic achievement increased, while their attitude towards science and science learning skills remained similar. In contrast, experimental group students' academic achievement, attitude towards science, and science learning skills significantly increased after science instruction that included gamification elements. The split plot Anova results showed that the academic achievement, attitude towards science, and science learning skills of the students in the experimental group were statistically higher than those of the students in the control group. In light of these results, it is recommended that in-service training be provided to teachers to increase the use of gamification elements in science education.