Applying gamification to improve the quality of teaching and learning of Chemistry in high schools: A case study of Indonesial

It is widely-accepted that the use of media not only helps the process of teaching and learning but also adds value to the learning activities (Alsawaier, 2018). With the advancement of technology and the pace of technology development, today computer-assisted learning can be easily applied to improve the quality of teaching and learning. Using the computer as a learning media it allows the delivery of the Chemistry lessons with computer-assisted games that improves interactivity associated with color, music, sound, and graphics. Computers can help students and teachers to visualise abstract ideas and principles, in the form of images or animations that allows enhanced learning to achieve deeper understanding. In the recent years, new computer languages have emerged to provide efficient coding and programming that in turn have supported the development of computer games for the purpose of teaching and learning. Chemistry lessons are no longer regarded as a staid and dry subject with the advent of gamification.

Compared with the traditional approach of teaching Chemistry, computer-assisted games are excellent for active learning in the classroom since it can engage and entertain students simultaneously. The integration of computer games with attractive mix of colours, sound and music has enriched the teaching of Chemistry, by making it more interesting and practical to students (Sousa Lima et al., 2019). Many previous studies have revealed that gamification enhances student motivation and learning outcomes significantly and have positive effects on problem-solving, achievement, interest, and engagement in task learning. An increased level of student motivation or improved student performance can be a result of the combination between learning activities and game applications (Sousa Lima et al., 2019). There is a significant difference between student learning of organic nomenclature supplemented with the application as a complementary educational tool (EG) and traditional student learning with lectures, textbooks, whiteboards, and slideshow presentations (CG).

Gamification is one type of learning media. The game has several advantages, namely, it can be challenging, fun, and very close to students (Sanchez et al., 2020). Anecdotal evidence suggest that there are 65% of junior high school students in Indonesia loiter in computer game centres immediately after school hours. This shows that students like playing computer games or they enjoy the camaraderie among gamers, and that computer games can be used to attract students to learn and can be used as a learning medium. Gamification with an embedded rewards system may further increase student engagement.