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Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference

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Abstract

This study aimed to identify the impact of a game based learning (GBL) application using computer technologies on student engagement in secondary school science classrooms. The literature reveals that conventional Science teaching techniques (teacher-centered lecture and teaching), which foster rote learning among students, are one of the major concerns in Pakistan Education system. This leads to student disengagement in science lessons eventually resulting in student absenteeism and dropouts from the schools. This study consisted of five stages: (1) examining the impact of Digital Game-Based Learning (DGBL) and gamification on engagement, learning and gender difference, and literature related to using DGBL models for instructional design; (2) planning learning activities and developing a GBL application based on a specific content in Science; (3) conducting an intervention with a sample of 72 participants of 8th grade (aged 12–15) in a low cost private school of Pakistan following quasi-experimental research framework; (4) observing behaviour and emotions of the participants during science lessons; (5) conducting pre and post tests to assess the learning outcomes of participants followed by focus groups discussion. Analysis from Friedman test, Mann-Whitney U test, and Wilcoxon Signed Rank test show that the GBL application has a positive influence on student engagement. However, GBL application was not equally effective for all students since girls outperformed boys in terms of engagement and learning outcomes. This study gives insights into the development of better educational games to promote student learning.

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Notes

  1. Sources: Annual Status of Education Report (ASER) 2015; EFA UNESCO Global Monitoring Report 2000–15; Government Allocations for Education in Pakistan (AlifAilaan) 2015; Pakistan Social and Living Standards Measurement Survey (PSLMS) 2014–15; Supreme Court of Pakistan, Constitution Petition No. 37 of 2012 (Petition Regarding Miserable Condition of the Schools); Pakistan Education Statistics 2014–15, Pakistan District Education Rankings 2016

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Authors and Affiliations

  1. Department of Innovative Technologies in Education, National University of Sciences and Technology, Islamabad, Pakistan

    Amna Khan & Farzana Hayat Ahmad

  2. Department of Computing, National University of Sciences and Technology, Islamabad, Pakistan

    Muhammad Muddassir Malik

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  1. Amna Khan
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  2. Farzana Hayat Ahmad
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Appendices

Appendices

Fig. 6
figure 6

Flow of first learning activity based on the reaction of metals in a game-based learning application

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Fig. 7
figure 7

Flow of second learning activity in a game-based learning application based on order of reactivity

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Fig. 8
figure 8

Game SHOOTING THE BALLOON based on reactivity series in a game-based learning application

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1.1 A. Learning outcomes test

1.2 B. Worksheet

Metals

Reaction with water/Oxygen/Acid

Order of reactivity

Products

D

d

d

d

1.3 C. Tool for measuring classroom observation

ID

Positive body language

Consistent focus

Student confidence

Fun and excitement

 

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2nd

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1.4 D. Walk through checklist (Jones 2009a)

figure a

1.5 E. Focus group discussion

Indicative questions:

  1. 1.

    What are your thoughts on the learning app that you used in the classroom?

  2. 2.

    How was your experience?

  3. 3.

    Give at least three strengths and three weaknesses of the app? Explain in detail.

  4. 4.

    What did you learn from this learning process?

  5. 5.

    Did you find this learning app relevant to your curriculum?

  6. 6.

    What were your biggest misconceptions about science?

  7. 7.

    Did this learning app help you address the misconceptions you had previously in Science especially related to “patterns of Reactivity”?

  8. 8.

    Did you get distracted during work? Why did you get distracted or why not?

  9. 9.

    How much effort did you exert in this work? Which things/parts in an app kept you stay focused for a long time? Why?

  10. 10.

    How engaging did you find this learning app?

  11. 11.

    What did you learn from it?

  12. 12.

    Anything you wanted to add.

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Khan, A., Ahmad, F. & Malik, M.M. Use of digital game based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference. Educ Inf Technol 22, 2767–2804 (2017). https://doi.org/10.1007/s10639-017-9622-1

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