Gamification in Science Education. A Systematic Review of the Literature
Abstract
:1. Introduction
2. Review of Literature
2.1. Gamification
2.2. Gaming Elements
2.3. Theories Underpinning Gamification
2.4. Gamification in Educational Settings and Science Education
3. Review Questions
- Research question 1: What methodology and assessment tools were used?
- Research question 2: What are the content areas, educational levels, and educational contexts?
- Research question 3: What theory of learning is utilized, and what gaming elements are embedded in gaming apps?
- Research question 4: What were the motivational and/or educational outcomes?
4. Method
- Specifying research questions
- Search on databases
- Inclusion/Exclusion criteria
- Selection of studies
- Analysis and extraction of data
- Summary and interpretation of findings
- Writing the review report
4.1. Journal Research Methodology
4.2. Inclusion/Exclusion Criteria
- The study must be empirical (quantitative, qualitative, or mixed methods) in a learning environment.
- A gamified practice was used in the study with at least one distinct game element. The gamified practice must have been used on learners, and empirical data must be included.
- The study was conducted in an educational environment (primary, secondary or higher education).
- The study was related to a science-related content area (chemistry, physics, biology-health education, natural sciences).
- The article is a peer-reviewed or a conference paper.
- The article is published from 2012 to 2020. To include gamification practices with new interactive technologies solely, we investigated studies from the past eight years.
- The study is not written in English.
- The study does not mention the game elements that were used.
- The study only includes opinions about gamified practice.
- The study is listed in another database.
- The study is only published as an abstract.
4.3. Review Process
4.4. Data Extraction and Analysis
- (a) education level;
- (b) content area;
- (c) educational context;
- (d) methods;
- (e) learning theories/models;
- (f) outcomes;
- (g) findings;
- (h) gaming elements;
- (i) assessment tools.
5. Findings
5.1. Methodology and Assessment Tools
5.2. Content Area, Educational Levels, and Educational Context
5.3. Theories Underpinning Gamification and Game Elements
5.4. Gamification’ Learning and Motivational Outcomes
6. Discussion
6.1. Key Findings and Implications
6.2. Limitations
7. Conclusions and Future Work
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
Appendix A
Author(s) | Year of Publication | Journal | Methodology |
---|---|---|---|
Sanchez-Martin, et al. [105] | 2017 | Thinking Skills and Creativity | Quantitative |
Bjaelde et al. [106] | 2014 | World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education | Mixed methods |
Sanchez-Rivas, Ruiz-Palmero and Sanchez-Rodriguez [107] | 2018 | Educational Sciences: theory and practice | Quantitative |
Fleischmann and Ariel [108] | 2016 | Contemporary Educational Technology | Mixed methods |
López et al. [109] | 2019 | The Electronic Journal of e-Learning | Mixed methods |
Sahin and Namli, [110] | 2016 | International Journal on New Trends in Education and Their Implications | Quantitative |
Sanmugam et al. [111] | 2016 | 4th International Conference on Information and Communication Technology | Mixed methods |
Khan et al. [112] | 2017 | Education and Information Technologies | Mixed methods |
Zamora-Polo, et al. [113] | 2019 | Education Sciences | Mixed methods |
Yapici and Karakoyun [114] | 2017 | Turkish Online Journal of Qualitative Inquiry | Mixed methods |
Lai and Foon [115] | 2019 | Educational Communications and Technology Yearbook (ECTY) | Mixed methods |
Tsai [82] | 2018 | Journal of Educational Computing Research | Mixed methods |
Pesare et al. [116] | 2016 | Smart Learning Environments | Quantitative |
Jenkins and Mason [117] | 2020 | Active Learning in College Science | Quantitative |
Fan and Xiao [118] | 2015 | Eurasia Journal of Mathematics, Science & Technology Education | Mixed methods |
Hursen and Bas [119] | 2019 | International Journal of Emerging Technologies in Learning | Mixed methods |
Bonde et al. [120] | 2014 | Nature Biotechnology | Quantitative |
Kingsley and Melissa [121] | 2015 | Journal of Adolescent & Adult Literacy | Mixed methods |
Owens [122] | 2019 | Evolution Education Re-considered | Mixed methods |
Jones, et al. [123] | 2019 | Simulation & Gaming | Mixed methods |
Erdogdu and Karatas [124] | 2016 | 2016 International Turkic World Educational Sciences and Social Sciences Congress | Mixed methods |
Purba, et al. [125] | 2019 | Pendidikan Kimia | Qualitative |
Asa’d and Gunn [126] | 2018 | Physics Education | Mixed methods |
Curto Prieto et al. [127] | 2019 | Education Sciences | Quantitative |
Data Source | Search Strings | Restrictions and Adjustments | Total Articles Identified |
---|---|---|---|
Eric | (“gamification” OR “gamified”, OR “gamified environment”, OR “gamified application”, OR “applied game design”,) AND (“scientific education” OR “science teaching” OR “teaching of science”, OR “science education” OR “chemistry” OR “geology”, OR “physics” OR “biology” OR “astronomy” OR “natural sciences” OR “earth sciences”) AND (“education” OR “primary education” OR “elementary education” OR “K-12 education” OR “graded school education” OR “secondary education” OR “high school” OR “junior high school” OR “middle school” OR “prep school” OR “preparatory school” OR “senior high school” OR “college preparatory school” OR “intermediate school” OR “higher education” OR “further education” OR “graduate school education” OR “tertiary-level education” OR “university education”) OR (“gaming elements” OR “gaming mechanics” OR “gaming components” OR “gaming factors” OR “gaming constituent”) |
| 74 |
Wiley Online Library | (“gamification” OR “gamified”, OR “gamified environment”, OR “gamified application”, OR “applied game design”,) AND (“scientific education” OR “science teaching” OR “teaching of science”, OR “science education” OR “chemistry” OR “geology”, OR “physics” OR “biology” OR “astronomy” OR “natural sciences” OR “earth sciences”) AND (“education” OR “primary education” OR “elementary education” OR “K-12 education” OR “graded school education” OR “secondary education” OR “high school” OR “junior high school” OR “middle school” OR “prep school” OR “preparatory school” OR “senior high school” OR “college preparatory school” OR “intermediate school” OR “higher education” OR “further education” OR “graduate school education” OR “tertiary-level education” OR “university education”) OR (“gaming elements” OR “gaming mechanics” OR “gaming components” OR “gaming factors” OR “gaming constituent”) |
| 300 |
SpringerLink | (“gamification” OR “gamified”, OR “gamified environment”, OR “gamified application”, OR “applied game design”,) AND (“scientific education” OR “science teaching” OR “teaching of science”, OR “science education” OR “chemistry” OR “geology”, OR “physics” OR “biology” OR “astronomy” OR “natural sciences” OR “earth sciences”) AND (“education” OR “primary education” OR “elementary education” OR “K-12 education” OR “graded school education” OR “secondary education” OR “high school” OR “junior high school” OR “middle school” OR “prep school” OR “preparatory school” OR “senior high school” OR “college preparatory school” OR “intermediate school” OR “higher education” OR “further education” OR “graduate school education” OR “tertiary-level education” OR “university education”) OR (“gaming elements” OR “gaming mechanics” OR “gaming components” OR “gaming factors” OR “gaming constituent”) |
| 300 |
Sage Journals | (“gamification” OR “gamified”, OR “gamified environment”, OR “gamified application”, OR “applied game design”,) AND (“scientific education” OR “science teaching” OR “teaching of science”, OR “science education” OR “chemistry” OR “geology”, OR “physics” OR “biology” OR “astronomy” OR “natural sciences” OR “earth sciences”) AND (“education” OR “primary education” OR “elementary education” OR “K-12 education” OR “graded school education” OR “secondary education” OR “high school” OR “junior high school” OR “middle school” OR “prep school” OR “preparatory school” OR “senior high school” OR “college preparatory school” OR “intermediate school” OR “higher education” OR “further education” OR “graduate school education” OR “tertiary-level education” OR “university education”) OR (“gaming elements” OR “gaming mechanics” OR “gaming components” OR “gaming factors” OR “gaming constituent”) |
| 171 |
Taylor & Francis Online | (“gamification” OR “gamified”, OR “gamified environment”, OR “gamified application”, OR “applied game design”,) AND (“scientific education” OR “science teaching” OR “teaching of science”, OR “science education” OR “chemistry” OR “geology”, OR “physics” OR “biology” OR “astronomy” OR “natural sciences” OR “earth sciences”) AND (“education” OR “primary education” OR “elementary education” OR “K-12 education” OR “graded school education” OR “secondary education” OR “high school” OR “junior high school” OR “middle school” OR “prep school” OR “preparatory school” OR “senior high school” OR “college preparatory school” OR “intermediate school” OR “higher education” OR “further education” OR “graduate school education” OR “tertiary-level education” OR “university education”) OR (“gaming elements” OR “gaming mechanics” OR “gaming components” OR “gaming factors” OR “gaming constituent”) |
| 241 |
Google Scholar | (“gamification” OR “gamified”, OR “gamified environment”, OR “gamified application”, OR “applied game design”,) AND (“scientific education” OR “science teaching” OR “teaching of science”, OR “science education” OR “chemistry” OR “geology”, OR “physics” OR “biology” OR “astronomy” OR “natural sciences” OR “earth sciences”) AND (“education” OR “primary education” OR “elementary education” OR “K-12 education” OR “graded school education” OR “secondary education” OR “high school” OR “junior high school” OR “middle school” OR “prep school” OR “preparatory school” OR “senior high school” OR “college preparatory school” OR “intermediate school” OR “higher education” OR “further education” OR “graduate school education” OR “tertiary-level education” OR “university education”) OR (“gaming elements” OR “gaming mechanics” OR “gaming components” OR “gaming factors” OR “gaming constituent”) |
| 1000 |
JSTOR | (“gamification” OR “gamified”, OR “gamified environment”, OR “gamified application”, OR “applied game design”,) AND (“scientific education” OR “science teaching” OR “teaching of science”, OR Published since 2012”science education” OR “chemistry” OR “geology”, OR “physics” OR “biology” OR “astronomy” OR “natural sciences” OR “earth sciences”) AND (“education”) OR (“gaming elements”) |
| 368 |
Science Direct | (“gamification” OR “gamified”, OR “gamified environment”, OR “gamified application”, OR “applied game design”,) AND (“scientific education” OR “science teaching” OR “teaching of science”, OR “science education” OR “chemistry” OR “geology”, OR “physics” OR “biology” OR “astronomy” OR “natural sciences” OR “earth sciences”) AND (“education”) OR (“gaming elements”) |
| 3300 |
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Core Concepts | Synonyms |
---|---|
Gamification | Gamification, gamified, gamified environment, gamified application, applied game design, |
Science education | Scientific education, science teaching, science education, the teaching of science, chemistry, geology, physics, biology, astronomy, natural sciences, earth sciences |
Educational level | Education, primary education, elementary education, K-12 education, graded school education, secondary education, high school, junior high school, middle school, prep school, preparatory school, senior high school, college preparatory school, intermediate school, higher education, further education, graduate school education, tertiary-level education, university education |
Gaming elements | Gaming elements, gaming mechanics, gaming components, gaming factors, gaming constituent |
Data Source | 1st Stage (Identification) | 2nd Stage (Screening) | 3rd Stage (Eligibility) | 4th Stage (Eligibility) | 5th Stage (Included) |
---|---|---|---|---|---|
Eric | 74 | 74 | 12 | 6 | 6 |
Wiley Online Library | 300 | 300 | 3 | 1 | 2 |
SpringerLink | 300 | 300 | 7 | 5 | 5 |
Sage Journals | 171 | 171 | 7 | 2 | 2 |
Taylor & Francis Online | 241 | 241 | 3 | 0 | 0 |
Google scholar | 1000 | 1000 | 17 | 11 | 8 |
JSTOR | 368 | 368 | 2 | 0 | 0 |
Science Direct | 3300 | 3300 | 6 | 1 | 1 |
No. | Author(s) | Educational Level | Content Area | Educational Context |
---|---|---|---|---|
1. | Sanchez-Martin et al. [105] | Higher | Natural Sciences | Self-developed gamification through a Web-based gamified platform (“Moodle”) |
2. | Bjaelde et al. [106] | Higher | Physics | Pre-existed Gamified simulation application (“Tunneling Expert”) |
3. | Sanchez-Rivas, Ruiz-Palmero and Sanchez-Rodriguez [107] | Primary | Natural sciences | Self-developed digital assessment test |
4. | Fleischmann & Ariel [108] | Higher | Biology | Web-based interactive multimedia application-practice tool (“ELISA Learning Tool Prototype”) |
5. | López Carrillo, et al. [109] | Higher | Natural sciences | Gamified laboratory practice- use of web-based gamified platforms (“ClassDojo” and “Kahoot”) |
6. | Sahin and Namli, [110] | Primary | Natural sciences | Self-developed digital gamified application |
7. | Sanmugam et al. [111] | Secondary | Natural sciences | Web-based Gamified platform (“Zondle”) |
8. | Khan et al. [112] | Secondary | Physics | Self-developed gamified application |
9. | Zamora-Polo et al. [113] | Primary | Natural Sciences | Web-based gamified platforms and game-based activities (“Kahoot”, “Socrative”, “Quizziz”) |
10. | Yapici and Karakoyun [114] | Higher | Biology | Web-based Gamified platform (“Kahoot”) |
11. | Lai and Foon [115] | Secondary | Physics | Self-developed Web-based Gamified platform |
12. | Tsai [82] | Secondary | Physics | Self-developed gamified computer-simulated science inquiry environment |
13. | Pesare et al. [116] | Higher | Biology | Pre-existed gamification simulations (“Simulation of Clinical Cases” and “Edugame”) |
14. | Jenkins and Mason [117] | Higher | Chemistry | Self-developed gamification application (“LABMATTER”). |
15. | Fan and Xiao [118] | Secondary | Biology | Self-developed gamification application (“MMBCLS”) |
16. | Hursen and Bas [119] | Primary | Biology | Gamification application (“ClassDojo”) |
17. | Bonde et al. [120] | Secondary | Biotechnology | Gamified laboratory simulation (“Labster”) |
18. | Kingsley and Melissa [121] | Primary | Natural sciences | Gamification platform (“3D GameLab”) |
19. | Owens [122] | Higher | Biology | Gamified learning course |
20. | Jones et al. [123] | Secondary | Biology | Web-based gamified platform (“Kahoot”) |
21. | Erdogdu and Karatas [124] | Primary | Natural sciences | Self-developed gamification application |
22. | Purba et al. [125] | Secondary | Chemistry | Web-based gamified platform (“Kahoot”) |
23. | Asa’d and Gunn [126] | Higher | Physics | Web-based gamified platform (“Kahoot”) |
24. | Curto Prieto et al. [127] | Secondary | Natural Sciences | Web-based gamified platform (“Kahoot”) |
No. | Author(s) | Method | Data Collection Instrument |
---|---|---|---|
1. | Sanchez-Martin et al. [105] | Quantitative | Game records |
2. | Bjaelde et al. [106] | Mixed methods | Test evaluations and questionnaires |
3. | Sanchez-Rivas, Ruiz-Palmero and Sanchez-Rodriguez [107] | Quantitative | Questionnaires |
4. | Fleischmann and Ariel [108] | Mixed methods | Questionnaires |
5. | López Carrillo, et al. [109] | Mixed methods | Game records and questionnaires |
6. | Sahin and Namli, [110] | Quantitative | Test evaluations |
7. | Sanmugam et al. [111] | Mixed methods | Test evaluations and interviews |
8. | Khan et al. [112] | Mixed methods | Observation and test evaluations |
9. | Zamora-Polo et al. [113] | Mixed methods | Questionnaires and interviews |
10. | Yapici and Karakoyun [114] | Mixed methods | Questionnaires and interviews |
11. | Lai and Foon [115] | Mixed methods | Game records, test evaluations, questionnaires, and interviews |
12. | Tsai [82] | Mixed methods | Test evaluations and questionnaires |
13. | Pesare et al. [116] | Quantitative | Test evaluations |
14. | Jenkins and Mason [117] | Quantitative | Game records and test evaluations |
15. | Fan and Xiao [118] | Mixed methods | Test evaluations, questionnaires, and interviews |
16. | Hursen & Bas [119] | Mixed methods | Test evaluations, questionnaires, and interviews |
17. | Bonde et al. [120] | Quantitative | Test evaluations and questionnaires |
18. | Kingsley and Melissa [121] | Mixed methods | Observation, game records, questionnaires, and interviews |
19. | Owens [122] | Mixed methods | Questionnaires |
20. | Jones et al. [123] | Mixed methods | Questionnaires |
21. | Erdogdu and Karatas [124] | Mixed methods | Observation, questionnaires, and interviews |
22. | Purba et al. [125] | Qualitative | Questionnaires and interviews |
23. | Asa’d and Gunn [126] | Mixed methods | Questionnaires |
24. | Curto Prieto et al. [127] | Quantitative | Questionnaires |
Articles | Theories Underpinning Gamification | Game Elements | Learning Results | Motivational Outcomes |
---|---|---|---|---|
Sanchez-Martin et al. [105] | Does not clearly elaborate on motivational aspects. | Rewards, points, storytelling, competitive and collaborative challenges. |
|
|
Bjaelde et al. [106] | Does not clearly elaborate on motivational aspects. | Levels, leaderboards, competition. |
|
|
Sanchez-Rivas, Ruiz-Palmero and Sanchez-Rodriguez [107] | Does not clearly elaborate on motivational aspects. | Competition, points, leaderboards, prizes. |
|
|
Fleischmann and Ariel [108] | Does not clearly elaborate on motivational aspects. | Progression, narrative with animations and sound, challenges/level. |
|
|
López Carrillo et al. [109] | Does not clearly elaborate on motivational aspects. | Cooperation, levels, avatars, badges, points, progression. |
|
|
Sahin and Namli, [110] | Goal-setting theory. | Puzzle, score, levels/missions, progress. |
|
|
Sanmugam et al. [111] | Does not clearly elaborate on motivational aspects. | Points, leaderboard, badges/rewards, competitive. |
|
|
Khan et al. [112] | Does not clearly elaborate on motivational aspects. | Feedback, points, animations and music, levels, goals/objectives, progression, and levels |
|
|
Zamora-Polo et al. [113] | Does not clearly elaborate on motivational aspects. | Narrative, levels, competitive and cooperation activities, points. |
|
|
Yapici and Karakoyun [114] | Does not clearly elaborate on motivational aspects. | Quiz, time-pressure, points, leaderboard, competitive, rewards. |
|
|
Lai and Foon [115] | Does not clearly elaborate on motivational aspects. | Leaderboard, levels, competitive. |
|
|
Tsai [82] | Flow theory. | Story-based, points, rewards, stats, time-pressure. |
|
|
Pesare et al. [116] | Multidimensional constructs that include both cognitive and motivational aspects that are related. | Storytelling, points, levels, leaderboard, rewards, time-pressure, competitive, progression. |
|
|
Jenkins and Mason [117] | Does not clearly elaborate on motivational aspects. | Time-pressure, levels, progression |
|
|
Fan and Xiao [118] | Does not clearly elaborate on motivational aspects. | Time- pressure, objectives, levels, competitive, story-based, progression. |
|
|
Hursen and Bas [119] | Does not clearly elaborate on motivational aspects. | Avatar, cooperative and competitive, points, badges, leaderboard, levels, progression. |
|
|
Bonde et al. [120] | Cognitive theories of multimedia learning | Storytelling, animations, points. |
|
|
Kingsley and Melissa [121] | Multifaceted, multimodal, and social aspects of New Literacies | Avatars, points, badges, levels, progression, competitive. |
|
|
Owens [122] | Self-determination. | Repeat-testing, badges, leaderboard. |
|
|
Jones et al. [123] | Does not clearly elaborate on motivational aspects. | The vibrancy, lightsome music, competition, leaderboards, |
|
|
Erdogdu and Karatas [124] | Self-determination theory. | Quizzes, badges, leaderboard, points, competitive. |
|
|
Purba et al. [125] | Theory of motivation to learn. | Quizzes, collaboration, competition, leaderboards |
|
|
Asa’d and Gunn [126] | Does not clearly elaborate on motivational aspects. | Competition, progression, leaderboards |
|
|
Curto Prieto et al. [127] | Does not clearly elaborate on motivational aspects. | Cooperation, progression, multimedia support. |
|
|
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Kalogiannakis, M.; Papadakis, S.; Zourmpakis, A.-I. Gamification in Science Education. A Systematic Review of the Literature. Educ. Sci. 2021, 11, 22. https://doi.org/10.3390/educsci11010022
Kalogiannakis M, Papadakis S, Zourmpakis A-I. Gamification in Science Education. A Systematic Review of the Literature. Education Sciences. 2021; 11(1):22. https://doi.org/10.3390/educsci11010022
Chicago/Turabian StyleKalogiannakis, Michail, Stamatios Papadakis, and Alkinoos-Ioannis Zourmpakis. 2021. "Gamification in Science Education. A Systematic Review of the Literature" Education Sciences 11, no. 1: 22. https://doi.org/10.3390/educsci11010022