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Gamification in Genetics: Effects of Gamified Instructional Materials on the STEM Students' Intrinsic Motivation

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Title: Gamification in Genetics: Effects of Gamified Instructional Materials on the STEM Students' Intrinsic Motivation
Language: English
Authors: Funa, A. A., Gabay, R. A. E., Ricafort, J. D.
Source: Online Submission. 2021 10(4).
Peer Reviewed: N
Page Count: 12
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 12
Descriptors: Game Based Learning, Science Instruction, Teaching Methods, Genetics, STEM Education, High School Students, Grade 12, Foreign Countries, Competition
Geographic Terms: Philippines
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.
Abstractor: As Provided
Entry Date: 2022
Accession Number: ED618262
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED618262
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  Data: Gamification in Genetics: Effects of Gamified Instructional Materials on the STEM Students' Intrinsic Motivation
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  Data: <searchLink fieldCode="SO" term="%22Online+Submission%22"><i>Online Submission</i></searchLink>. 2021 10(4).
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  Data: 12
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+12%22">Grade 12</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+12%22">Grade 12</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Competition%22">Competition</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink>
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  Data: 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.
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      – Text: English
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      Pagination:
        PageCount: 12
    Subjects:
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Science Instruction
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Genetics
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      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: High School Students
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      – SubjectFull: Grade 12
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Competition
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      – SubjectFull: Philippines
        Type: general
    Titles:
      – TitleFull: Gamification in Genetics: Effects of Gamified Instructional Materials on the STEM Students' Intrinsic Motivation
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              Y: 2021
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