The Impact of Gamification-Assisted Instruction on the Acquisition of Scientific Concepts and Attitudes Towards Science Class Among Elementary School Students
Bibliographic Data
| ID | 6005686 |
|---|---|
| Authors | Aseel Ajlouni (0000-0002-2904-765X), Aseel O Ajlouni, Fatima Abd-Alkareem Wahba (0000-0003-0642-9257), Hiba Naccache (0000-0003-4643-7921), Asmaa Alomary (0009-0009-8169-3120), Amal Hasan Ibrahim (0000-0002-3386-816X) |
| Year | 2025 |
| Volume | 14 |
| Issue | 2 |
| Pages | 485-500 |
| Publication date | 2025-03-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Educational Research (JOURNAL) |
| Journal identifiers | ISSN: 1474-9041 • E-ISSN: 2165-8714 |
| Publisher | Eurasian Society of Educational Research (PUBLISHER • NL) |
| DOI | 10.12973/eu-jer.14.2.485 |
| OpenAlex | W4408248739 |
| Language | EN |
| Citations received | 1 |
| References cited | 61 |
This study addresses global concerns surrounding elementary students' science performance following the COVID-19, as a result of international tests such as Trends in International Mathematics and Science Study (TIMSS) highlight the ongoing challenges that urge the exploration of innovative educational approaches to improve science learning. This research employed gamification-assisted instruction and explored its impact on enhancing the understanding of science concepts and attitudes toward science class among fourth graders. The study adopted a quasi-experimental design and included an experimental group (ExG) that was taught using a gamification strategy and a control group (CoG) that was taught using a traditional method with a sample of 38 female elementary students from a public school in Jordan. Data were gathered using valid and reliable tools: the developed scientific concepts test and the Attitude Towards Science class measures. The ANCOVA analysis revealed that gamification significantly improves the acquisition of scientific concepts (η2=.208) and boosts a positive attitude toward science classes among elementary students (η2=.626). These findings encourage decision-makers to incorporate gamification into science teaching practices and methods
Class (philosophy · Mathematics education · Pedagogy · Science class · Science education · Teaching method · Computer Science · Education and Learning Interventions · Educational Games and Gamification · Educational Research and Pedagogy · Psychology
Pisa 2022 Results (Volume I)
Multimedia Learning
Eta squared and partial eta squared as measures of effect size in educational research
Cognitive Theory of Multimedia Learning
The theory of planned behavior
The Power of Play
Emotional performance on physics and chemistry learning
Impact of educational game development on students’ achievement and attitudes toward science
Intrinsic and Extrinsic Motivations
The "What" and "Why" of Goal Pursuits
Educational Games in Science Center
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2026 - 2026 (1) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 1 |