Examining the Role of Gamification in Enhancing Students’ Interest and Engagement in the Science Classroom in Cross River State, Nigeria
Keywords:
Gamification, Enhancing, Students Interest, Engagement, Science Classroom, Secondary SchoolsAbstract
The study examined the role of gamification in enhancing students’ interest and engagement in science classrooms in Cross River State. Specifically, the study identified the types of gamification to be integrated into teaching science subjects in secondary schools; and the roles of gamification in enhancing secondary school students' interest and engagement in science classroom. The research questions in line with the specific objectives guided the study. The study used a descriptive survey research. It was carried out in Cross River State, Nigeria. The population for the study was 250 science teachers selected from 25 public secondary schools in Cross River State. Structured questionnaire consisting of 33 items were used for data collection. The instrument was face validated by three experts. Cronbach alpha reliability method was used to determine the internal consistency of the instrument and it yielded a reliability coefficient of 0.82. Data collection was done by the researcher and three trained research assistants. Data analysis was carried using mean and standard deviation. The results identified ten (10) types of gamification to be integrated into teaching science subjects in secondary schools, which include: use of simulation games, use of points system for completing tasks or answering questions correctly, role-playing activities in scenarios to solve real-world problems; use of digital badges for mastering specific science concepts or skills among others. The findings further revealed twenty (20) roles of gamification in enhancing secondary school students' interest and engagement in science classroom to include: stimulating intrinsic motivation through engaging narratives and rewards, encouraging teamwork and collaborative problem-solving among students, helping students identify strengths and areas for improvement, enhancing students critical thinking and problem solving abilities, boosting overall class participation and enthusiasm among others. Based on the findings, the study concluded that gamification is not a luxury but a necessity in modern science classrooms. It was therefore recommended among others that science teachers should be encouraged to incorporate gamifications in teaching and learning science subjects in secondary schools in Cross River State.Downloads
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