Assessing the Impact of Gamification in STEM Education: A Case Study of Middle School Classrooms

Khamla Vang

doi:10.47616/jamrsss.v4i4.465

Authors

Khamla Vang Assistant Professor, National University of Mekong Harmony Faculty of Social Sciences, Laos

DOI:

https://doi.org/10.47616/jamrsss.v4i4.465

Keywords:

Gamification, STEM education, Middle school

Abstract

This

has a look at investigates the impact of gamification on middle faculty STEM training, focusing on pupil motivation, engagement, and information of complex concepts. Employing a qualitative case look at method, statistics were gathered thru interviews and observations for the duration of an 8-week gamification intervention. The consequences reveal a massive growth in pupil motivation and engagement, as well as an improved information of complex STEM standards. Collaborative studying and crew dynamics additionally emerged as remarkable results. The findings propose that gamification, while thoughtfully integrated into the curriculum, can beautify each affective and cognitive dimensions of learning. Despite diagnosed challenges, the have a look at advocates for the tailor-made implementation of gamification in STEM schooling, emphasizing inclusivity and ongoing expert development for educators.

Downloads

Download data is not yet available.

References

Anderson, C. A., Shibuya, A., Ihori, N., Swing, E. L., Bushman, B. J., Sakamoto, A., ... & Saleem, M. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in eastern and western countries: A meta-analytic review. Psychological Bulletin, 136(2), 151–173.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

de Sousa Borges, S. R., Durelli, V. H., & Isotani, S. (2014). A systematic mapping on gamification applied to education. In Proceedings of the 29th Annual ACM Symposium on Applied Computing (pp. 216–222).

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: defining" gamification". In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15).

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?—a literature review of empirical studies on gamification. In 2014 47th Hawaii international conference on system sciences (pp. 3025-3034). Ieee.

Kiili, K., de Freitas, S., Arnab, S., & Lainema, T. (2019). The Design Principles for Flow Experience in Educational Games. In Extended Abstracts of the 2019 CHI Conference on Human Factors in Computing Systems (pp. 1–6).

Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Mok, M. M. C. (2019). Understanding the motivational affordances of gamification from a self-determination perspective. Computers & Education, 133, 1–12.

National Research Council. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. National Academies Press.

Pellegrino, J. W., & Hilton, M. L. (2012). Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century. National Academies Press.

Riconscente, M. M. (2014). Effects of game-based learning on students’ mathematics achievement: A meta-analysis. Educational Psychology Review, 26(3), 331–349.

Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.

Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14-31.

Yin, R. K. (2018). Case study research and applications: Design and methods. Sage Publications.