Gamification of Science Learning: Perspectives on Developing Students' Scientific Attitudes

Rindu Rahmatiah, Joni Rokhmat, A Wahab Jufri, Gunawan Gunawan, AA. Sukarso

Abstract

The learning environment must be designed to motivate students to acquire scientific knowledge while developing their scientific attitude. As essential learning for students, science learning must be responsive to this by facilitating the development of students' scientific attitudes. Gamification is an effort to spark interest, spur motivation, and encourage student engagement in the learning process. Much research on gamification has been done by adopting game mechanics and aesthetics in learning and has generally succeeded in improving student learning outcomes. However, the relationship between using gamification in learning and improving students' scientific attitudes has not been widely studied and discussed in theory. Therefore, this paper presents a literature review of fields in which gamification can intervene to improve students' scientific attitudes.

10.22178/pos.97-5


Keywords


gamification; science learning; scientific attitude

Full Text:

PDF


References


1. Dear, P. (2006). The Intelligibility of Nature: How Science Makes Sense of the World. Chicago: University of Chicago Press.

2. Çalışkan, H., & Kılınç, G. (2012). The Relationship Between the Learning Styles of Students and Their Attitudes Towards Social Studies Course. Procedia - Social and Behavioral Sciences, 55, 47–56. doi: 10.1016/j.sbspro.2012.09.476

3. Osborne, J., Simon, S., & Collins, S. (2003). Attitudes towards science: A review of the literature and its implications. International Journal of Science Education, 25(9), 1049–1079. doi: 10.1080/0950069032000032199

4. McGrath, N., & Bayerlein, L. (2013). Engaging online students through the gamification of learning materials: The present and the future. Retrieved from https://www.researchgate.net/publication/262223845_Engaging_online_students_through_the_gamification_of_learning_materials_The_present_and_the_future

5. Deterding, S., Sicart, M., Nacke, L., O’Hara, K., & Dixon, D. (2011). Gamification. using game-design elements in non-gaming contexts. CHI ’11 Extended Abstracts on Human Factors in Computing Systems. doi: 10.1145/1979742.1979575

6. Kapp, K. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Hoboken: John Wiley & Sons.

7. Popkin, H. (2010, June 1). FarmVille invades the real world. Retrieved from https://www.nbcnews.com/id/wbna37451547

8. Papadakis, S., & Kalogiannakis, M. (2018). Using Gamification for Supporting an Introductory Programming Course. The Case of Classcraft in a Secondary Education Classroom. Retrieved from https://www.researchgate.net/publication/322021498_Using_Gamification_for_Supporting_an_Introductory_Programming_Course_The_Case_of_ClassCraft_in_a_Secondary_Education_Classroom

9. Creswell, J. W. (2003). Research Design. Qualitative, Quantitative, and Mixed Methods Approaches. London: Sage Publication.

10. Neuman, W. L. (2011). Social Research Methods. Qualitative and Quantitative Approaches. Boston: Pearson.

11. Berg, B. L., & Howard, L. (2009). Qualitative Research Methods for the Social Sciences. Boston: Pearson.

12. Kaptan, K., & Timurlenk, O. (2012). Challenges for Science Education. Procedia - Social and Behavioral Sciences, 51, 763–771. doi: 10.1016/j.sbspro.2012.08.237

13. Gardner, P. L. (1975). Attitudes to science. Studies in Science Education, 2, 1–41.

14. Klopfer, L. E. (1971). Evaluation of learning in science. In B. S. Bloom, The Handbook of Formative and Summative Evaluation of Student Learning (pp. 559–641). New York: McGraw Hill.

15. Fraser, J. B. (1978). Development of a test of science-related attitudes. Science Education, 62(4), 509–515.

16. Yager, R. E. (1996). Science/technology/society as reform in science education. Albany: State University of New York Press.

17. Germann, P. J. (1988). Development of the attitude toward science in school assessment and its use to investigate the relationship between science achievement and attitude toward science in school. Journal of Research in Science Teaching, 25(8), 689–703. doi: 10.1002/tea.3660250807

18. Jarvis, T., & Pell, A. (2004). Factors influencing elementary school children’s attitudes toward science before, during, and after a visit to the UK National Space Centre. Journal of Research in Science Teaching, 42(1), 53–83. doi: 10.1002/tea.20045

19. Broggy, J., O’reilly, J., & Erduran, S. (2017). Interdisciplinarity and Science Education. Science Education, 81–90. doi: 10.1007/978-94-6300-749-8_6

20. Kirby, P., & Cullinane, C. (2017). Science shortfall. The Sutton Trust: Research Brief, 17, 1–8.

21. De Broucker, P., Bordt, M., Read, C., Harris, S., & Zhang, Y. (2001). Determinants of science and technology skills: Overview of the study. Education Quarterly Review, 8(1), 8–16.

22. Dekkers, J., & De Laeter, J. (2001). Enrolment trends in school science education in Australia. International Journal of Science Education, 23(5), 487–500. doi: 10.1080/09500690118451

23. Pell, T., & Jarvis, T. (2001). Developing attitude to science scales for use with children of ages from five to eleven years. International Journal of Science Education, 23(8), 847–862. doi: 10.1080/09500690010016111

24. Toma, R. B., Greca, I. M., & Orozco Gómez, M. L. (2019). Attitudes towards science and views of nature of science among elementary school students in terms of gender, cultural background and grade level variables. Research in Science & Technological Education, 37(4), 492–515. doi: 10.1080/02635143.2018.1561433

25. Gundogdu, T. (2014). The analysis of the relationship between 8th-grade students' success and conceptual understanding of astronomy and their attitudes towards science courses. Istanbul: Marmara University Institute of Educational Sciences.

26. Watson, W. R., Mong, C. J., & Harris, C. A. (2011). A case study of the in-class use of a video game for teaching high school history. Computers & Education, 56(2), 466–474. doi: 10.1016/j.compedu.2010.09.007

27. Amiruddin, A., Briliyant, O. C., & Trianto, N. (2020). Systematic Literature Review of Game-Based Learning: Objectives, Methods, Applications, Measurement Parameters, and Types of Games. 2020 International Conference on Informatics, Multimedia, Cyber and Information System (ICIMCIS). doi: 10.1109/icimcis51567.2020.9354296

28. Bubar, E., Agolini, S., Jaber, D., & Wright, A. (2021). Three Methods for Adapting Physical Games to Virtual Formats in STEM Courses – Easy (Google Suite), Medium (Web GL Games in Unity) and Hard (Virtual Reality). Communications in Computer and Information Science, 141–147. doi: 10.1007/978-3-030-78645-8_18

29. Alexandropoulou, A., & Tsezou, A. –Spyridoula. (2023). Teaching science, sustainability and technology through gamification: The approach of escape rooms. doi: 10.5194/egusphere-egu23-7397

30. Klock, A. C. T., Ogawa, A. N., Gasparini, I., & Pimenta, M. S. (2018). Does gamification matter? Proceedings of the 33rd Annual ACM Symposium on Applied Computing. doi: 10.1145/3167132.3167347

31. Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. doi: 10.1016/j.chb.2016.12.033

32. Kam, A. H., & Umar, I. N. (2018). Fostering Authentic Learning Motivations through Gamification: A Self-Determination Theory (SDT) Approach. Journal of Engineering Science and Technology, 13, 1–9.

33. Lee, J. J., & Hammer, J. (2011). Gamification in Education: What, How, Why Bother? Retrieved from https://www.researchgate.net/publication/258697764_Gamification_in_Education_What_How_Why_Bother

34. Lyons, T. (2006). Different Countries, Same Science Classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28(6), 591–613. doi: 10.1080/09500690500339621

35. Oh, P. S., & Yager, R. E. (2004). Development of Constructivist Science Classrooms and Changes in Student Attitudes toward Science Learning. Science Education International, 15(2), 105–113.

36. Koster, R. (2004). A theory of fun. New York: O’Reilly Media.

37. Antonenko, P. D., & Thompson, A. D. (2009). Preservice teachers’ perspectives on the definition and assessment of creativity and the role of web design in developing creative potential. Education and Information Technologies, 16(2), 203–224. doi: 10.1007/s10639-009-9112-1

40. Barak, M., Ashkar, T., & Dori, Y. J. (2011). Learning science via animated movies: Its effect on students’ thinking and motivation. Computers & Education, 56(3), 839–846. doi: 10.1016/j.compedu.2010.10.025

41. Borges, C. N., & Fleith, D. de S. (2018). Uso da Tecnologia na Prática Pedagógica: Influência na Criatividade e Motivação de Alunos do Ensino Fundamental. Psicologia: Teoria e Pesquisa, 34(0). doi: 10.1590/0102.3772e3435

40. Sauerland, W., Broer, J., & Breiter, A. (2015). The motivational impact of gamification for mobile learning of kanji, Proceedings of E- media. Retrieved from https://www.ifib.de/fileadmin/ifib/publikationsdateien/Sauerland_etal-2015.pdf

41. McGonigal, J. (2011). Reality Is Broken: Why Games Make Us Better and How They Can Change the World. New York: Penguin.

42. Pramana, D. (2016). Designing knowledge sharing applications with the concept of gamification. Journal of Systems and Informatics, 10(1).

43. Buckley, P., & Doyle, E. (2014). Gamification and student motivation. Interactive Learning Environments, 24(6), 1162–1175. doi: 10.1080/10494820.2014.964263

44. Ming, T. S., Ling, T. S., & Jaafar, N. M. (2011). Attitudes and motivation of Malaysian secondary students towards learning English as a second language: A case study. 3L: Language, Linguistics, Literature, 17(1), 40–54.

45. Omar, S. F., Nawi, H. S. A., Tengku Shahdan, T. S., Mee Mee, R. W., Pek, L. S., & Che Yob, F. S. (2020). Interactive language learning activities for learners’ communicative ability. International Journal of Evaluation and Research in Education (IJERE), 9(4), 1010. doi: 10.11591/ijere.v9i4.20605

46. Seong Pek, L., & Mee Mee, R. W. (2016). Selfie: Engaging Life Experiences into Writing. Malaysian Journal of Distance Education, 17(2), 51–66. doi: 10.21315/mjde2015.17.2.4

47. Fleith, D. S. (2017). Effects of Creativity Training Programs on Individual Characteristics. The Cambridge Handbook of Creativity and Personality Research, 391–404. doi: 10.1017/9781316228036.020

48. Hennessey, B. A. (2010). The Creativity-Motivation Connection. The Cambridge Handbook of Creativity, 342–365. doi: 10.1017/cbo9780511763205.022

49. Sternberg, R. J. (2006). The nature of creativity. Creativity Research Journal, 18(1), 87–98.

50. Ricoy, M.-C., & Sánchez-Martínez, C. (2022). Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification. International Journal of Environmental Research and Public Health, 19(3), 1149. doi: 10.3390/ijerph19031149

51. Salen, K. (2008). The Ecology of Games: Connecting Youth, Games, and Learning. Cambridge: The MIT Press.

52. Squire, K. (2006). From Content to Context: Videogames as Designed Experience. Educational Researcher, 35(8), 19–29. doi: 10.3102/0013189x035008019

53. Guo, S., Liu, C., & Liu, E. (2022). An exploration of multilevel effects of student- and school-factors on elementary students’ attitudes towards science. International Journal of Science Education, 44(15), 2330–2352. doi: 10.1080/09500693.2022.2120373

54. Schibeci, R. A. (1984). Attitudes to Science: an update. Studies in Science Education, 11(1), 26–59. doi: 10.1080/03057268408559913

55. Weinburgh, M. (1995). Gender differences in student attitudes toward science: A meta‐analysis of the literature from 1970 to 1991. Journal of Research in Science Teaching, 32(4), 387–398. doi: 10.1002/tea.3660320407

56. Jerrim, J., & Schoon, I. (2014). Do teenagers want to become scientists? Gender Differences in Aspirations and Attainment, 203–223. doi: 10.1017/cbo9781139128933.014

57, Wan, Z. H., & Lee, J. C. K. (2017). Hong Kong secondary school students’ attitudes towards science: a study of structural models and gender differences. International Journal of Science Education, 39(5), 507–527. doi: 10.1080/09500693.2017.1292015

58. Arısoy, N. (2007). Examining 8th-grade students' perception of learning environment of science classrooms in relation to motivational beliefs and attitudes. Retrieved from https://open.metu.edu.tr/handle/11511/16693

59. Lawrenz, F. P. (1976). Student perception of the classroom learning environment in biology, chemistry and physics courses. Retrieved from https://files.eric.ed.gov/fulltext/ED161681.pdf

60. Simpson, R. D., & Steve Oliver, J. (1990). A summary of major influences on attitude toward and achievement in science among adolescent students. Science Education, 74(1), 1–18. doi: 10.1002/sce.3730740102

61. Zin, S. (1999). Chemistry learning environment in Brunei Darusssalam's secondary schools. Retrieved from https://unesdoc.unesco.org/ark:/48223/pf0000120273

62. Aldolphe, F. (2003). A cross-national study of learning environment and attitudes among junior secondary science students in Australia and Indonesia. Retrieved from https://espace.curtin.edu.au/handle/20.500.11937/547

63. Zaitoun, A. (2008). Methods of Teaching Science (2nd ed.). Amman: Al Shorouk for Publishing and Distribution.

64. Chan, K. Y. G., Tan, S. L., Hew, K. F. T., Koh, B. G., Lim, L. S., & Yong, J. C. (2017). Knowledge for games, games for knowledge: designing a digital roll-and-move board game for a law of torts class. Research and Practice in Technology Enhanced Learning, 12(1). doi: 10.1186/s41039-016-0045-1

65. Kim, B., Park, H., & Baek, Y. (2009). Not just fun, but serious strategies: Using meta-cognitive strategies in game-based learning. Computers & Education, 52(4), 800–810. doi: 10.1016/j.compedu.2008.12.004

66. Loganathan, P., Talib, C., Thoe, N., Aliyu, F., & Zawadski, R. (2019). Implementing Technology Infused Gamification in Science Classroom: A Systematic Review and Suggestions for Future Research. Learning Science and Mathematics, 14, 60–73.


Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2023 Rindu Rahmatiah, Joni Rokhmat, A. Wahab Jufri, Gunawan, AA. Sukarso

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.