Using Gamification in Science Learning: Achievement, Attitudes, and Skills
DOI:
https://doi.org/10.68490/ber.2024.3.538Keywords:
Gamification in education, Science education, Academic achievement, Attitudes towards science, Science learning skillsAbstract
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.
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