The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom
The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was c...
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MDPI AG
2025-01-01
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| Online Access: | https://www.mdpi.com/2227-7102/15/1/104 |
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| author | Marija Gaurina Anna Alajbeg Ivana Weber |
| author_facet | Marija Gaurina Anna Alajbeg Ivana Weber |
| author_sort | Marija Gaurina |
| collection | DOAJ |
| description | The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts. |
| format | Article |
| id | doaj-art-2cbcc851e355432aae8cb49e2b6d9a1a |
| institution | Kabale University |
| issn | 2227-7102 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj-art-2cbcc851e355432aae8cb49e2b6d9a1a2025-01-24T13:30:36ZengMDPI AGEducation Sciences2227-71022025-01-0115110410.3390/educsci15010104The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics ClassroomMarija Gaurina0Anna Alajbeg1Ivana Weber2Department of Physics, University of Split, 21000 Split, CroatiaDepartment of Physics, University of Split, 21000 Split, CroatiaDepartment of Physics, University of Split, 21000 Split, CroatiaThe aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts.https://www.mdpi.com/2227-7102/15/1/104students learning experiencegamificationstudentsphysics teaching |
| spellingShingle | Marija Gaurina Anna Alajbeg Ivana Weber The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom Education Sciences students learning experience gamification students physics teaching |
| title | The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom |
| title_full | The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom |
| title_fullStr | The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom |
| title_full_unstemmed | The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom |
| title_short | The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom |
| title_sort | power of play investigating the effects of gamification on motivation and engagement in physics classroom |
| topic | students learning experience gamification students physics teaching |
| url | https://www.mdpi.com/2227-7102/15/1/104 |
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