The impact of gamification on learning basic biology scientific concepts in a foreign language at a public high school
Date
2025-11
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Benemérita Universidad Autónoma de Puebla
Abstract
"Students who tend to engage in traditional classroom settings have been a persistent concern in science education (Pascarella & Terenzini, 2005). Some studies indicate that having low engagement can lead to negative consequences such as decreased academic performance, higher dropout rates, and reduced motivation (Fredricks et al., 2004). Furthermore, traditional teaching methods often face several challenges that can hinder student learning, motivation, and engagement despite giving basic foundations. These methods typically rely on passive learning techniques and may not be adequate to engage students (Prensky, 2001). However, gamification, which is defined as the integration of game design elements into non-game contexts (Deterding et al., 2001), offers a potential solution to increase motivation and improve learning (Sailer et al., 2017). This study aims to identify whether a gamified approach can enhance students understanding of scientific concepts and promote a positive attitude towards science. To achieve this goal, a mixed-method approach was employed with a sample of high school L2 biology students. Quantitative data focused on performance and qualitative data concentrated on the assessment of student attitudes. A group underwent pre- and post-tests to measure their biology knowledge and skills and their perceptions of the gamified course were conducted through a questionnaire and an interview".
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