GAMIFICATION OF SCIENCE LEARNING IN A HYBRID SETTING: A STUDY ON STUDENT MOTIVATION AND CONCEPTUAL UNDERSTANDING
Article Sidebar
-
Conceptual Understanding, Gamification, Hybrid Education, Science Learning, Student Motivation
Abstract
The integration of gamification into hybrid science learning environments has gained increasing attention as educators seek innovative strategies to enhance student motivation and conceptual understanding. The transition to hybrid models, combining online and face-to-face instruction, often challenges students’ engagement and persistence, particularly in science subjects that require abstract reasoning and sustained focus. This study investigates the effects of gamification elements such as points, badges, leaderboards, and narrative challenges on student motivation and conceptual comprehension in hybrid science learning settings. The research aims to determine whether game-based learning mechanics can improve both intrinsic motivation and mastery of scientific concepts. A quasi-experimental design was implemented with two groups of secondary school students (N = 120) participating in a hybrid science course over eight weeks. The experimental group used a gamified learning platform, while the control group followed conventional instruction. Data were collected through pre- and post-tests assessing conceptual understanding, alongside a motivation inventory adapted from the Science Motivation Questionnaire II. Statistical analysis using paired-sample t-tests and ANOVA revealed that the gamified group exhibited significantly higher motivation scores (M = 4.32, SD = 0.41) and improved conceptual understanding (p < 0.05) compared to the control group. The findings indicate that gamification fosters engagement and deeper learning by transforming abstract scientific ideas into interactive, goal-oriented experiences. The study concludes that integrating gamified elements in hybrid learning not only enhances cognitive outcomes but also sustains learner motivation across modalities.
Full text article
References
Basak, A., Kumar, S., Upadhyay, P., & Banerjee, S. (2025). Balance: A Gamified Toolkit for Sustainability?Oriented Design Thinking. International Journal of Art & Design Education, jade.12601. https://doi.org/10.1111/jade.12601
Brundidge, K., & McArthur, E. (2025). Beyond the discussion board: A scoping review of asynchronous online active learning. Journal of Professional Nursing, 57, 100–111. https://doi.org/10.1016/j.profnurs.2025.01.012
Chatsiopoulou, A., & Michailidis, P. D. (2025). Augmented Reality in Cultural Heritage: A Narrative Review of Design, Development and Evaluation Approaches. Heritage, 8(10), 421. https://doi.org/10.3390/heritage8100421
Díaz-Lauzurica, B., & Moreno-Salinas, D. (2025). Active Learning Methodologies for Increasing the Interest and Engagement in Computer Science Subjects in Vocational Education and Training. Education Sciences, 15(8), 1017. https://doi.org/10.3390/educsci15081017
Dillon, M. J., Edwards, J., Hughes, A., & Stephenson, H. N. (2025). Beyond lectures: Leveraging competition, peer discussion and real-world scenarios in a digital card game to enhance learning of microbiology and immunology concepts. Access Microbiology, 7(2). https://doi.org/10.1099/acmi.0.000900.v3
Foley, J., López-Pérez, A. M., Álvarez-Hernández, G., Labruna, M. B., Angerami, R. N., Zazueta, O. E., Bermudez, S., Rubino, F., Salzer, J. S., Brophy, M., Pinter, A., & Paddock, C. D. (2025). A wolf at the door: The ecology, epidemiology, and emergence of community- and urban-level Rocky Mountain spotted fever in the Americas. American Journal of Veterinary Research, 86(3), ajvr.24.11.0368. https://doi.org/10.2460/ajvr.24.11.0368
Furkan Kurnaz, M., & Koçtürk, N. (2025). A Meta?Analysis of Gamification’s Impact on Student Motivation in K?12 Education. Psychology in the Schools, 62(12), 4997–5009. https://doi.org/10.1002/pits.70056
Gianni, A. M., Nikolakis, N., & Antoniadis, N. (2025). An LLM based learning framework for adaptive feedback mechanisms in gamified XR. Computers & Education: X Reality, 7, 100116. https://doi.org/10.1016/j.cexr.2025.100116
Harianto, J., Mulyanah, E. Y., Saut Halomoan, H., Wahid, S. M., & Bhupathiraju, S. (2025). Active Learning Technologies and Student Motivation in STEM Education. 2025 4th International Conference on Creative Communication and Innovative Technology (ICCIT), 1–7. https://doi.org/10.1109/ICCIT65724.2025.11166750
Jin, K., Xu, W., & Zhong, X. (2025). A Multi-Dimensional Synthesis of Factors Influencing E-Learning Continuance Intention: A Systematic Review. Interdisciplinary Journal of Information, Knowledge, and Management, 20, 028. https://doi.org/10.28945/5614
Mangos, P. M., & Ferraro, J. C. (2025). AI and Gamification Technologies for Complex Work (1st ed.). CRC Press. https://doi.org/10.1201/9781032701639
Quan, A., Van Der Lubbe, L. M., & Matimba, H. E. K. (2025). Aging Collagen: Fostering Students’ Motivation and Understanding through Meaningful Gamification. International Journal of Serious Games, 12(4), 147–168. https://doi.org/10.17083/64t74s67
Saikia, S., Gul, S., & Verma, M. K. (2025). Are libraries ready to serve gamification tools for teaching and learning? A review based on computational mapping. Global Knowledge, Memory and Communication, 74(5–6), 1381–1399. https://doi.org/10.1108/GKMC-04-2023-0114
Vimukthi, K., Nishshanka, R., Sampath, U., Siriwardana, L., Vidanaralage, A. J., & Jayasinghearachchi, V. (2025). Adaptive Mathematics Lesson Planning for Personalized Learning. 2025 6th International Conference for Emerging Technology (INCET), 1–6. https://doi.org/10.1109/INCET64471.2025.11140449
Zolfaghari, Z., Karimian, Z., Zarifsanaiey, N., & Farahmandi, A. Y. (2025). A scoping review of gamified applications in English language teaching: A comparative discussion with medical education. BMC Medical Education, 25(1), 274. https://doi.org/10.1186/s12909-025-06822-7
Authors
Copyright (c) 2025 Ella Green, Harrison Davis, Isabella Clark
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
