Gamification as an active learning strategy in the Physics education

Abstract This work presents the results of the learning gain provided by gamification applied as an active learning strategy in Physics classes with high school students. Gamification consists of using game design elements in the learning environment to engage, motivate, and improve student performance. In this investigation, a quasi-experimental study was carried out involving control group (CG) and experimental group (GE). The instruments used for data collection were two equal tests applied before and after the application of the methodology. The performance analysis of each group was performed through the normalized gain test proposed by Hake. The results showed that the students who had gamified classes achieved a learning gain (g = 0.38) higher than the students who had traditional classes (g = 0,11). Given the lack of empirical studies in the literature that measure normalized gain in gamified activities in Physics education, it is hoped that this research may contribute to cover this gap.摘要：本研究呈现了将游戏化（Gamification）作为主动学习策略应用于高中生物理课堂所带来的学习增益结果。游戏化指在学习环境中运用游戏设计元素，以提升学生的参与度、学习动机与学业表现。本研究采用准实验研究设计，设置对照组（CG）与实验组（GE）。数据采集工具为两份等效测试卷，分别在教学方法实施前后施测。两组的学业表现分析均采用哈克（Hake）提出的归一化增益检验（normalized gain test）开展。结果显示，接受游戏化课堂教学的学生其学习增益值（g=0.38）高于采用传统课堂教学的学生（g=0.11）。鉴于现有文献中缺乏针对物理教育领域游戏化活动的归一化增益测量实证研究，本研究有望填补这一研究空白。