Gamified experimental physics classes: a promising active learning methodology for higher education

Abstract

Gamification is defined as the use of game design elements in a non-game context. In higher education, gamification is a methodology intending to motivate students to acquire academical knowledge and soft skills, while keeping them engaged and pleased with the learning process. This study reports the application of a gamified class concerning electric resistors, the first of a 12-topic discipline offered to 2nd-year students in physics and engineering. Adopting a Flipped Classroom methodology and a narrative based on household power consumption, traditional contents about resistors and electricity were taught. Also, instructions about how to use an ohm-meter and how to configure an electronic spreadsheet to do basic statistics were given. In order to customize and enrich the class, some optional contents (usually in a video) were made available. The access to the experimental activities was constrained by approval in four graded quizzes. Every activity was acknowledged by virtual coins to be converted in benefits (extra time to run final examinations, permission to consult class appointments and the opportunity to re-discuss a mistake in the final examination) and points, to rank students (leaderboard). Forty-five students attended the gamified class. No control group was implemented because this study aimed to find a good design for a gamified class, not to compare traditional to active methodologies. The overall student acceptance was excellent, and they reported that gamification can be a more engaging methodology than traditional classes, further developing soft skills and academic knowledge. However, the time spent to run the gamified class must be arranged, reducing the time inside the classroom. The opportunity to perform the experiment was considered essential, and could not be substituted by videos or texts since new doubts and concerns are pointed out during the practice when the teacher is present. Gamification can be a methodology capable of engaging and being enjoyable students, giving them more than just information but also soft skills.

A Review of Gamification Impact on Student Behavioural and Learning Outcomes

“…The researcher identifies the findings into four elements that are sourced from empirical studies [26], and additional elements (others) that contribute and are personal. The elements in gamification include affective learning outcomes (33.33%, n=20), cognitive learning outcomes (16.57%, n=10), behavioral learning outcomes (21.67%, n=13), student performance (20.00%, n= 12), and other elements (8.33%, n=5).…”

Gamification for Classroom Management: An Implementation Using ClassDojo

“…Likewise, not doing their homework started as an undesired behavior that improved as the weeks went on; however, it did not reach very low values. This situation was due to the fact that the students who had general low learning performance and repeated the grade, numbers 15,16,17,18,19,20 and 21, hardly ever did their homework during the intervention. Additionally, they were disruptors, according to Marczewski's classification.…”

“…Regarding education, gamification is considered an active methodology [16][17][18][19]. This approach refers to the techniques, methods and strategies that are used by the teachers for the students to participate in their learning, which is centered on the process of doing the activities.…”

Utilização de impressoras 3D para o desenvolvimento de metodologias ativas em cursos de Engenharia

“…As metodologias ativas têm sido aplicadas em vários contextos, como uma maneira de lidar com as dificuldades, principalmente em disciplinas das áreas de exatas, Engenharia e físicas, e ambiguidades que inevitavelmente podem existir, quando os problemas de ensino-aprendizagem são abordados sob uma perspectiva do desenvolvimento cognitivo (Garmendia et al, 2015;Varela et al, 2017;Forndran & Zacharias, 2019).…”