FILAMER CHRISTIAN UNIVERSITY

SCHOOL GRADUATE OF STUDIES

Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

Effectiveness of Gamification in Enhancing Interest and Retention in Science Lessons

An Action Research Paper Presented

to the faculty of
Filamer Christian University
School Graduate of Studies

In Partial Fulfillment
of the Requirements for the
Master of Arts in Teaching- General Science
in Current Trends in Teaching Biology

by

PEARL JOY L. CEREZO

JANREZ KYLA E. RICO
MAGICA PEARL S. REVICENTE
MA. VIRMENA JOY I. ESTRELLA

JUNE, 2024

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

ABSTRACT

Gamification, the integration of game-like elements into non-game contexts, has gained

increasing attention as a tool for enhancing student engagement and learning outcomes. Games

naturally lead to combining knowledge to discern patterns, making them extremely useful for

teaching core ideas, scientific practices, and cross-cutting concepts simultaneously. This

promotes scientific literacy. This study examined the effectiveness of gamification in improving

student interest and retention in secondary-level science lessons. A quasi-experimental research

design was employed, with two comparable groups of students participating. The experimental

group received science lessons that incorporated gamification elements such as points, badges,

leaderboards, and interactive challenges. The control group received the same science content

but without the gamified components.

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

INTRODUCTION

In recent years, there has been a growing interest in the potential of gamification to

improve student engagement and learning outcomes in educational settings. Gamification refers

to the integration of game-like elements, such as points, badges, leaderboards, and interactive

challenges, into non-game contexts (Deterding et al., 2011). The underlying premise is that by

incorporating these game-based mechanics and dynamics, learners can be motivated, and their

overall learning experience can be enhanced.

The field of science education presents a particularly promising area for the application

of gamification. Science lessons often involve complex concepts, abstract ideas, and the need for

active participation and hands-on exploration. However, many students struggle to maintain

interest and achieve long-term retention of the material, which can hinder their overall

understanding and performance in the subject (Taber, 2018).

Existing research suggests that gamification can positively influence various educational

outcomes, including increased motivation, engagement, and academic achievement (Dicheva et

al., 2015; Jabbar & Felicia, 2015). In the context of science education, gamification has the

potential to make learning more enjoyable, interactive, and relevant to students’ interests and

experiences (Burguillo, 2010; Huang & Soman, 2013).

There are a number of advantages to gamifying science instruction for students, including

increased curiosity, engagement, learning results, and idea retention. Science classes become

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

more engaging and productive for students when they integrate game mechanics and

components.

This study aims to investigate the effectiveness of gamification in enhancing student

interest and retention in secondary-level science lessons. By incorporating game-like elements

into the instructional design, the researchers seek to understand the impact on students’ self-

reported interest, self-reported retention, and knowledge acquisition compared to traditional,

non-gamified science lessons.

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

LITERATURE REVIEW

This research aims to evaluate the effectiveness of gamification platforms as a strategy

for the engagement of students from the 8th year school in Aklan. We chose two badging

platforms – ClassDojo and Class Badges – to be evaluated based on 7 different criteria. The main

objectives were to generate involvement among individual and particular situations, increasing

the interest, engagement and efficiency while performing a specific task. We observed the

behavior of 61 students from high school public school in Aklan as part of our action research.

Data were collected using observation, semi-structured interviews and questionnaires.

Quantitative data were statistically analyzed using a multivariate technique known as cluster

analysis. The results allowed us to classify students in 4 distinct groups and showed that students

who received more rewards from the teacher got significantly better average performances.

Gamification and Effects on Students’ Science Lesson Achievement

This study aims to reveal students’ achievement based on gamification use. The study is a

study of quantitative type and single-group pretest-posttest experimental design has been used.

The study has been conducted in the spring semester of 2014/2015 academic year, candidates

who are studying in 6. Grade of students. In the experimental group of this study while

dramatized science teaching software is applied to control group, a lesson is carried out based on

the curriculum and the program prepared by MEB, research is carried on for 8 weeks in total. In

the research, as data collection devices “Multiple Choice Science Test” carried out in both groups

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

and “Educational software” were applied to the experimental group and “Plain text” were

applied to control group. After 8 weeks, Multiple Choice Science Test” carried out in both groups

again. As a result of this research, gamification in a science lesson, it is found that there is a

meaningful improvement in students’ problem-solving skills.

Gamification: Game as a Medium for Learning Chemistry to Motivate and Increase

Retention of Students’ Learning Outcomes.

This study aims to obtain the game as a gamification in education that is appropriate to be

used for hydrocarbon learning media based on the validity, practicality, and effectiveness of the

game. The research method used is the research and development method, the study was

conducted in East Java High School-Indonesia. Validity is obtained from the game assessment by

the validator. Practicality is obtained from the questionnaire responses of students and

observations of students’ activities while using the game. The effectiveness is obtained from the

learning outcomes of students, the results of students’ learning motivation questionnaires, and

student retention. Based on the results of the research, the game developed is named

“Hydrocarbons Chem-Rush” is declared appropriate as a learning medium on hydrocarbon

material.

Exploring the Long-term effects: Retention and transfer of skills in gamified learning

environment

This study looks at how gamifying the classroom might help students retain and apply

what they have learned in the Jordan educational system. During the year-long research, 500

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

participants from a wide range of educational attainment levels served as participants.

Immediately after participation in gamified courses, participants retain a significant proportion of

their newly acquired skills over a long period of time, demonstrating a notable improvement in

retention. Important factors that affect how well one remembers newly acquired abilities include

intrinsic motivation and interest. What’s more, studies have shown that there’s a strong link

between keeping knowledge and being able to use it elsewhere, which highlights the need of

maintaining competence for maximum efficiency in applying knowledge in the real world.

Important implications for the Jordan educational system may be drawn from the findings since

they are consistent with the goals of Vision 2030. The goal of this nationwide effort is to train

workers who can sustainably advance the nation’s economy and culture.

Examining the Effectiveness of Gamification as a tool promoting teaching and learning in

educational settings: a meta-analysis

The integration of gamification into educational settings has gained recognition for its

potential to boost student motivation, engagement, interest, and learning outcomes. Despite its

popularity, research on gamification has produced mixed results regarding student learning

outcomes. This meta-analysis aims to synthesize the existing empirical evidence on the

effectiveness of gamification as a tool for promoting teaching and learning in educational

settings. Forty-one studies with 49 independent samples involving more than 5,071 participants

were included in our analysis. Results from random effects models showed an overall significant

large effect size (g = 0.822 [0.567 to 1.078]). The research performed the moderator analysis to

scrutinize the effects of a number of factors on the relationship between gamification and student

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

learning outcomes. The study uncovered significant moderating effects for user type, educational

discipline, design principles for educational gamification, duration of “gameful” experience, and

learning environment. However, measurement of student outcomes and publication type did not

appear to have any significant moderating effect. Those findings hold important implications for

improving and implementing gamification to promote teaching and learning in future research.

Gamification in science education. A systematic review of the literature

The implementation of gamification in education has attracted many researchers to

increase engagement and achieve learning more effectively. Implementing technology in science

curricula has seen a massive influx over the past years to stop the decline in students’ motivation

towards science learning and promote scientific thinking. This study’s objective is to present the

empirical findings of the state-of-the-art literature on the use of gamification in science

education. Therefore, we performed a systematic literature review of 24 empirical research

papers published in various electronic databases and the web search engine for scholarly

literature and academic resources, Google Scholar, between 2012 and 2020. This review reveals

the latest emerging trends of gamification in science education while revealing the literature gap,

challenges, impediments, and extending the possibilities for future research directions. It

examines the conflicting findings of other studies and provides a framework and insight for

future researchers regarding content areas, educational levels, theoretical models, outcomes,

methodologies, game elements, and assessment tools.

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

Implementing technology infused gamification in science classroom: A Systematic Review

and Suggestions for Future Research

It is rather a challenging task for educators nowadays to get their digital native students

engaged and motivated throughout the learning in spite of the emerging intensive demand for

personalized learning and new technologies. For this reason, it is crucial for educators to think of

creative ways to attract their students’ attention and enhance their learning especially for subjects

like science that needs highly conceptual understanding. Gamification is becoming a popular

trend in the education world as a teaching tool that uses elements of games in a non-gaming

context. This paper aims to review on implementation of technology infused gamification in

science classrooms. A systematic review was conducted to analyze previous studies on three

types of technology-infused gamification which are currently implemented widely. Most of the

studies agreed that technology infused gamification settings which were well planned and

executed in classrooms successfully served their purpose by providing a fun, improving

motivation in learning; hence, increasing students’ engagement. There are some limitations to

make gamified learning meaningful that was highlighted by a few studies, including poor

wireless connection and elements of games like awards that pave the way for competition and

demotivation.

Use of gamification applications in Science Education

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

In this research, the impact of gamification applications in science education on the

science learning motivation of students has been determined and the opinions of students and

parents on applications have been discussed. A total of 16 students and their parents participated

in the study. The research was conducted on 4th grade primary students and employed a mixed

method consisting of both qualitative and quantitative elements. The motivation of students for

learning science was obtained through quantitative data, whereas the opinions of students and

parents on the usage of gamification applications were gathered through qualitative data. In the

study, it was found that applications in science education created a positive impact on the

learning motivation of students for science. Additionally, the research results also displayed that

students and parents have positive opinions on the usage of gamification in science education

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

RESEARCH METHOD

In a before and after trial, in a census manner, 64 students of St. Joseph’s Academy of

Malinao, Aklan, Inc, non-randomly were assigned to the intervention (n=42) and control (n=22)

groups. Learning activities were gamified in the intervention group, while the control group

received traditional problem-solving in the learning management system. Narrative, avatar, level,

point, progress bar, scoreboard, challenge and feedback elements were used in the game

experience. The implementation of gamification was applied based on Landers’ theory of

gamified content. Valid and reliable Persian version of the Survey Attitude toward Statistics

questionnaire measured the students’ attitude before and after the intervention. The EGameFlow

questionnaire and a valid and reliable researcher-made exam measured the users’ experience of

gamified content and learning hypothesis testing after the intervention. The independent samples

T-test, analysis of covariance and the partial eta-squared effect size were calculated by SPSS

software.

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 FILAMER CHRISTIAN UNIVERSITY
SCHOOL GRADUATE OF STUDIES
Roxas Avenue, Roxas City, 5800, Philippines
Tel. No. (036) 6217-317/Fax No: (036) 6213- 075
Website: http://www.filamer.edu.ph

RESULTS

Compared to the control group, the intervention group had a more positive attitude

toward learning difficulty (moderate partial eta-squared 0.099), value and cognitive competency

(weak partial eta-squared=0.01 and 0.05). Learning between the two groups was not different

(P=0.522). There was a significant correlation between learning and the students’ perceived

experience with feedback (r=0.583, P<0.001), concentration (r=0.509, P=0.005), and challenge

(r=0.421, P=0.023) of the gamified content.

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