Abstract
Gamification in education offers an innovative way of learning. However, some studies claim that, while it helps raise students' motivation, the kind of motivation is extrinsic and, so, intrinsic motivation declines with time. The researchers used the descriptive research design to describe the STEM students’ intrinsic motivation along with the utilization of game elements in teaching genetics through a learning management system. The researchers collected quantitative data using the Intrinsic Motivation Inventory, which were analyzed through descriptive statistics and complemented with qualitative data from the students' journals and interviews. Overall, the students agreed (M = 5.38, SD = 1.20) that gamification, despite being characterized as extrinsically motivating, had intrinsically motivated them. Its proper implementation helps students adapt to and overcome unfavorable behaviors towards competitiveness and emphasizes the role of teachers in facilitating learning. Time constraints, peer pressure, and distractions were noted; hence, more research is needed to address these challenges and determine the long-term effects of gamification.
Highlights
Gamification is the use of game concepts in non-gaming contexts to offer consumers game-like, enjoyable experiences (Deterding et al, 2011; Hamari et al, 2014; Fleischmann & Ariel, 2016; Huotari & Hamari, 2016)
Peer pressure, highly competitive classmates, and distractions were among the problems mentioned by the students in this study
The researchers recommend that teachers: establish a time limit for each activity; let students feel their presence by facilitating activities and encouraging them to participate; and guide students to avoid distractions by reminding them to focus on learning the lessons
Summary
Gamification is the use of game concepts in non-gaming contexts to offer consumers game-like, enjoyable experiences (Deterding et al, 2011; Hamari et al, 2014; Fleischmann & Ariel, 2016; Huotari & Hamari, 2016). Some research suggests that gamification in education is not intrinsically motivating and may reduce intrinsic motivation over time (Hanus & Fox, 2015; Mekler et al, 2017). In this regard, this study aimed to investigate the effects. Several sorts of games that generate the interest and motivation of students are being developed This has given rise to many game components and elements, including points, badges, power cards, game mechanics, levels, and leaderboards, among others (Funa & Ricafort, 2019b). Bringing education to the level, technology has been integrated into a learning environment that incorporates gaming aspects in non-gaming contexts to support different activities and behaviors
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