research-article

Increasing Student Motivation in College Physics with Gamified Instruction

Authors:

Ma. Kristina B. dela Cruz,

Analyn N. Tolentino,

Lydia S. RoledaAuthors Info & Claims

IC4E '20: Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning

Pages 268 - 274

https://doi.org/10.1145/3377571.3377623

Published: 03 May 2020 Publication History

Abstract

This study aimed at exploring the effects of gamification on the motivation of freshmen engineering students in Physics. Physics for Engineers 2, a course focused on the fundamentals of electricity and magnetism, was gamified by incorporating elements like experience (XP) points, badges, leaderboards and replayable quests. To determine if gamification has significant effect on students' motivation, the responses of the students in the Physics Motivation Questionnaire administered before and after the implementation were analyzed using the Wilcoxon Signed Rank test. Results showed that gamified instruction brought about a significant increase in all the five components of student motivation in Physics, namely: intrinsic motivation, self-efficacy, grade motivation, career motivation and self-determination. For corroboration, the qualitative data gathered from students' weekly journal entries and interview transcripts were coded to determine their perspectives and feedback on their experience of gamified instruction. Analysis of the themes revealed that students find gamified instruction to be enjoyable and exciting, highly-motivating and challenging. The replayability feature prompted them to think critically and persevere in pursuit of achieving perfect scores in the quest and make it weekly on the leaderboard. Since the structure allows them to be constantly aware of their standing in class, they can monitor their progress, identify their weaknesses and do the necessary actions to improve their performance. In summary, the freshmen engineering students had a positive experience in gamified Physics instruction.

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Cited By

Faqih MLathifah SSaregar A(2024)Gamification model in physics flipped classroom for increasing out-of-class participationPROCEEDINGS OF THE TEGAL INTERNATIONAL CONFERENCE ON APPLIED SCIENCES 2022: Applied Science Research Post-Covid-19 Pandemic10.1063/5.0200943(020004)Online publication date: 2024
https://doi.org/10.1063/5.0200943
Uanhoro JYoung S(2022)Investigation of the Effect of Badges in the Online Homework System for Undergraduate General Physics CourseEducation Sciences10.3390/educsci1203021712:3(217)Online publication date: 17-Mar-2022
https://doi.org/10.3390/educsci12030217
Fernández PCeacero-Moreno M(2021)Study of the Training of Environmentalists through Gamification as A University CourseSustainability10.3390/su1304232313:4(2323)Online publication date: 20-Feb-2021
https://doi.org/10.3390/su13042323

Index Terms

Increasing Student Motivation in College Physics with Gamified Instruction
1. Applied computing
  1. Education
2. Social and professional topics
  1. Professional topics
    1. Computing education
      1. K-12 education

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IC4E '20: Proceedings of the 2020 11th International Conference on E-Education, E-Business, E-Management, and E-Learning

January 2020

441 pages

ISBN:9781450372947

DOI:10.1145/3377571

Copyright © 2020 ACM.

Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

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Ritsumeikan University: Ritsumeikan University

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Association for Computing Machinery

New York, NY, United States

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Published: 03 May 2020

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IC4E 2020

IC4E 2020: 2020 the 11th International Conference on E-Education, E-Business, E-Management, and E-Learning

January 10 - 12, 2020

Osaka, Japan

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Cited By

Faqih MLathifah SSaregar A(2024)Gamification model in physics flipped classroom for increasing out-of-class participationPROCEEDINGS OF THE TEGAL INTERNATIONAL CONFERENCE ON APPLIED SCIENCES 2022: Applied Science Research Post-Covid-19 Pandemic10.1063/5.0200943(020004)Online publication date: 2024
https://doi.org/10.1063/5.0200943
Uanhoro JYoung S(2022)Investigation of the Effect of Badges in the Online Homework System for Undergraduate General Physics CourseEducation Sciences10.3390/educsci1203021712:3(217)Online publication date: 17-Mar-2022
https://doi.org/10.3390/educsci12030217
Fernández PCeacero-Moreno M(2021)Study of the Training of Environmentalists through Gamification as A University CourseSustainability10.3390/su1304232313:4(2323)Online publication date: 20-Feb-2021
https://doi.org/10.3390/su13042323

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