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Can gamification enhance college students’ motivation and problem-solving abilities?



Our colleges are knowledge sources that few systematically use to enhance educating follow. Disciplinary difficulties in working with college students or poorer leads to checks are a few of the many challenges we face in our work day by day. However, there’s a method that may assist us overcome difficulties and supply lecturers with the instruments to face and resolve these issues successfully: motion analysis. In contrast to conventional types of analysis, lecturers conduct this analysis to advance their very own follow, of their lecture rooms, with their very own college students making use of acceptable analysis strategies. One such research was performed to analyze whether or not gamification can enhance college students’ motivation to be taught physics and problem-solving abilities. The process and the conclusions drawn are described beneath.

Context of the analysis

The motion analysis was performed with 21 college students in 10th grade, most of whom have a low tutorial achievement and a basic lack of curiosity in studying pure science topics.

The classroom was geared up with an interactive smartboard; college students have been allowed to hold cell phones to highschool and use them in school for academic functions. The physics cupboard was additionally geared up with the mandatory tools to carry out varied experiments.

By way of this analysis, the purpose was to look at whether or not a persistent change in educating strategies can enhance college students’ motivation for studying and, consequently, problem-solving abilities. Gamification was chosen as the principle studying methodology. Definitely, it can’t be utilized independently with out being intertwined with varied different types of studying similar to group work or teamwork, inquiry-based studying, BYOD methodology, or related.

Gamification is a technique consisting of the implementation of game-like parts and processes in non-game contexts. That may be – for instance – level scoring, badges, certificates, peer competitors, teamwork, or a leaderboard to drive college students’ engagement and improve their problem-solving abilities.

In physics college students solved varied issues by making use of completely different methods which primarily trusted the section of the lesson or what we wished college students to realize. Simply as you will need to follow the applying of bodily legal guidelines in duties and to develop procedural data, you will need to develop greater cognitive ranges by fixing issues like discovering options to open-ended questions on phenomena that college students haven’t but addressed through the class.


Contemplating the advantages of gamification in educating and the significance of creating problem-solving abilities in physics, the educating was carried out utilizing completely different parts of gamification within the chosen class. The scholars have been awarded pluses (like factors) or certificates for the profitable completion of the actions. They have been fixing duties or issues in teams or pairs. The group members modified every lesson in order that the most effective college students and those that collaborated with them within the group wouldn’t acquire an unattainable benefit and discourage the opposite college students. On the finish of the analysis, the scholar with essentially the most pluses obtained the very best grade.

Of their digital Google Classroom, a leaderboard was printed so college students might test their scores anytime.


Determine 1 Leaderboard

Numerical and experiment duties and physics issues college students wanted to resolve got by QR codes or introduced utilizing digital instruments like Phet simulation, Genially or Canva – designed like an Escape room sport or a puzzle.

Determine 2 College students are fixing an escape room sport (image offered by the creator, attribution CC-By)

They used their cell phones or college tablets for many of the actions. For peer-evaluation of group explanations, they used a rubric. In the course of the lively analysis interval from March 15th till April 15th, the intervention was applied in 4 classes of 80 minutes.

Determine 3 College students are watching experiments and answering questions (image offered by the creator, attribution CC-By)


Since this motion analysis explored the affect of gamification on college students’ motivation and consequently college students’ problem-solving abilities, blended knowledge assortment strategies have been used – each qualitative and quantitative. The explanation for that is to realize goal and measurable knowledge for comparability between them in addition to with lecturers’ observations and college students’ claims and achievements.

Throughout motion analysis college students have been surveyed about every lesson exercise, their motivation to finish actions, and what’s going to encourage them to be extra engaged in fixing the duties, through Google Kinds. The instructor saved a diary with recorded observations collected through the classes, college students’ reactions, remarks, and feedback on varied actions and their achievements particularly in fixing the duties. College students’ abilities to resolve issues and numerical duties have been assessed earlier than and after the analysis and their achievement was in contrast with the outcomes of one other classroom the place gamification wasn’t utilized. The management group was a second tenth grade class of 23 college students wherein college students typically have higher efficiency. This comparability can provide us some insights into college students’ achievements and the effectivity of gamification, nevertheless it needs to be systematically and completely assessed.


After the gamification parts have been applied within the first classes, obtained college students’ solutions are proven in determine 4. College students selected to what extent they agreed with the assertion, the place 1 means “completely disagree”, and 5 stands for “completely agree”.

Determine 4 College students’ solutions after the primary gamified lesson

As seen in determine 4, round 50% of scholars (completely agree and agree) stated they have been motivated greater than standard and round 70% have been motivated to resolve a process. Getting pluses motivated greater than 80% of scholars. But, round 30% of scholars haven’t reported a rise of their motivation.

In keeping with lecturers’ observations, ladies have proven extra accountability and motivation.

Solutions after the second and third classes have been about the identical as seen in determine 5 and determine 6. Their motivation dropped by 10% to twenty%. However getting rewards (pluses) nonetheless had a terrific affect.

College students have been very lively in group dialogue and fascinated by listening and evaluating different group solutions, far more than in fixing their duties. A lot of them commented that they preferred the Escape room sport. College students who normally have difficulties in fixing duties had them this time as effectively.

Determine 5 College students’ solutions after the second gamified lesson

The third lesson (determine 6) with inquiry-based studying and gamification as soon as once more confirmed that two-thirds of scholars have been motivated greater than standard particularly in the event that they anticipated an exterior reward for fixing a process. Within the dialog, the scholars acknowledged that they preferred the experiments as a lot as getting the pluses.

Determine 6 College students’ solutions after the third gamified lesson

Within the final lesson, all college students have been awarded pluses for finishing any process. This resolution eliminated the competitors aspect which didn’t present any significance in college students’ motivation which is confirmed by the same distributions of scholars’ settlement on the declare ‘’I cause and resolve issues sooner once I compete with others’’. Consequently, this affected that every one college students reported motivation to resolve a process as seen in determine 7. All college students solved at the least one process.

Determine 7 College students’ solutions after the fourth gamified lesson

The next desk 1 exhibits college students’ achievement in evaluation earlier than and after gamification was applied. Additionally, the desk exhibits a comparability of feat between two lessons – the one we applied gamification and the management group. The assessments thought of the scholar’s means to resolve frequent physics duties following the precise process and apply bodily legal guidelines to new downside conditions. The upper the proportion, the upper college students’ task-solving effectivity. As seen in desk 1, each lessons have barely higher achievements in post-research evaluation. There is no such thing as a indication that this methodology has contributed to extra profitable problem-solving in college students.

Desk 1 Comparability of scholars’ achievement


Outcomes and observations present that exterior awards like gaining pluses for completion of actions encourage college students to be extra engaged and lively in classes. A non-competitive ambiance within the classroom inspired nearly all of the scholars to resolve duties at their very own tempo and in line with their capabilities. However it was proven that gamification doesn’t have an effect on college students’ problem-solving abilities since no enchancment in task-solving was achieved as proven in desk 1.

Enhancing problem-solving abilities is an extended course of that’s extra influenced by college students’ predispositions, affinities, attitudes, and perseverance. Subsequently, analysis on how or what improves problem-solving abilities needs to be performed over an extended interval.

Since not all college students are susceptible to group work or competitors, it’s good to mix group and particular person work extra usually throughout lessons and permit college students to carry out actions for a fairly very long time to achieve the result at their very own tempo. To keep away from undesirable penalties similar to pupil participation in actions only for factors or rewards, it’d be good to attain different actions, similar to serving to a bunch member resolve a process.


Concerning the creator: 

Bojana Oreb is a physics instructor at Gimnazija Antuna Vrančića, secondary college in Šibenik, Croatia. She is a good fan of science who recurrently organizes or participates in actions aimed toward popularizing the STEM subject amongst college students within the STEM Discovery Week, Science Pageant, World House Week, EU Code Week and Little Scientists. She has been a Scientix Ambassador since 2021.



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