Gamification in Science Education: Challenging Disengagement in Socially Deprived Communities
Identificadores
URI: http://hdl.handle.net/10835/17362
DOI: https://doi.org/10.1021/acs.jchemed.2c00089
DOI: https://doi.org/10.1021/acs.jchemed.2c00089
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2023Resumen
This study assesses the effects of an educational
gamification program on motivation, engagement, and flow for
high school students from socially disadvantaged communities. A
quantitative comparison was carried out with pretest−post-test
measurements with intervention and control groups. A total of 216
students from two high schools in socially deprived areas
participated in the study. The experimental group engaged with
a gamified platform for seven 1 h sessions while the control group
continued their directive lessons. The results indicate that the
experimental group significantly improved its flow, engagement,
and motivation score compared to the control group. We concluded by highlighting the usefulness of gamification to motivate
socially deprived students in learning scientific subjects.
Palabra/s clave
Engagement
Flow, Gamification
School Failure
Science Education