GAMEFICATION METHOD FOR TEENAGE LEARNERS (AT SCHOOL)
DOI:
https://doi.org/10.55640/Keywords:
Gamification; teenage learners; motivation; academic performance; classroom participation; secondary educationAbstract
This study investigates the impact of gamification on teenage learners in secondary school education. Gamification, defined as the use of game-based elements such as points, badges, leaderboards, and quests in non-game contexts, has recently gained popularity in educational practice. The research was conducted with 60 students aged 14–16, divided into an experimental group exposed to gamified instruction and a control group taught through traditional methods. Over an eight-week period, data were collected through motivation surveys, academic performance tests, and classroom observations.
The results indicated that students in the gamified group demonstrated significantly higher motivation, improved test scores, and greater classroom participation compared to their peers in the control group. Qualitative feedback also revealed positive perceptions of gamification, with learners describing lessons as more engaging and enjoyable. However, some students expressed concerns about the competitive nature of leaderboards, suggesting the need for balanced design strategies.
Overall, the findings confirm that gamification can effectively enhance teenage students’ motivation and learning outcomes when applied thoughtfully. The study recommends further research on the long-term effects of gamification and its adaptation across different cultural and curricular contexts.
Downloads
References
1.Caponetto, I., Earp, J., & Ott, M. (2014). Gamification and education: A literature review. Proceedings of the European Conference on Games-Based Learning, 1(1), 50–57.
2.Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, 9–15. ACM.
3.Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380–392. https://doi.org/10.1016/j.compedu.2012.12.020
4.Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? – A literature review of empirical studies on gamification. Proceedings of the 47th Hawaii International Conference on System Sciences, 3025–3034. IEEE. https://doi.org/10.1109/HICSS.2014.377
5.Seaborn, K., & Fels, D. I. (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31. https://doi.org/10.1016/j.ijhcs.2014.09.006
Downloads
Published
Issue
Section
License
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors retain the copyright of their manuscripts, and all Open Access articles are disseminated under the terms of the Creative Commons Attribution License 4.0 (CC-BY), which licenses unrestricted use, distribution, and reproduction in any medium, provided that the original work is appropriately cited. The use of general descriptive names, trade names, trademarks, and so forth in this publication, even if not specifically identified, does not imply that these names are not protected by the relevant laws and regulations.
Germany
United States of America
Italy
United Kingdom
France
Canada
Uzbekistan
Japan
Republic of Korea
Australia
Spain
Switzerland
Sweden
Netherlands
China
India
