Unveiling sociopolitical complexities through educational gaming: the sociopolis experience in Barranquilla’s schools

Abstract

ABSTRACT The present study investigates the impact of the educational game Sociopolis on student engagement in the context of tenth-grade social science education. Employing a mixed-methods approach, this research examines engagement behaviors quantitatively and categorically. The participant pool consists of 183 students from four public schools in Barranquilla, Colombia, who were divided into two groups: an experimental cohort exposed to Sociopolis and a control group. The results of an independent-samples t-test indicate that the experimental group achieved significantly higher engagement scores, affirming the positive effect of the intervention. Additionally, analysis across engagement categories – active participation, sustained interest, and enthusiasm – reveals distinct patterns, reinforcing the efficacy of the intervention. These findings underscore gamified learning's potential to heighten student engagement and contribute substantially to discussions on effective pedagogical approaches. While the study yields valuable insights, limitations related to population diversity, experimental design, and time constraints warrant acknowledgment. In view of these findings, educators are prompted to contemplate gamified strategies’ incorporation to cultivate enhanced engagement and enrich learning experiences.