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Asia-Pacific Forum on Science Learning and Teaching, Volume 20, Issue 2, Article 6 (Jun., 2021) |
The application of gamification in education has developed rapidly, turning students to be active learners, and to reach specific objectives (López Carrillo et al., 2019). According to the study by Chung and Khe (2020), there are critical features in the learning environment through gamification that provides a high level of interaction and reaction, having a specific objective and proper procedure, thereby motivating and providing the right tools and conditions that are interesting. Education games should be effective and efficient learning strategies for teaching and learning (Petri et al., 2016). Through the game, students may demonstrate the ability to overcome problems and mastery of the knowledge and skills learned (Akkuzu & Uyulgan, 2016). The game can provide a diverse learning experience that can be relevant for a variety of classroom environment. The game is also an effective way to get students' attention to learn specific topics or skills (Smaldino et al., 2019).
Chemistry teachers could build gamification into their lesson plans because it provides a more effective student learning especially in the delivery of a technical subject, such as Chemistry. Besides the potential for pedagogical progress, gamification could be the new model for delivering a higher quality of teaching and learning. Student engagement is a plus factor of gamification. However, the level of success will depend on how gamification is used. Well-developed educational games, in addition to its potential for learning and entertainment, can promote interaction between peers (Bai, et al., 2020) and student groups.
Computer-assisted games can challenge teachers to improve their level of technology literacy thereby enhancing the ability to teach technology-enabled curriculum. Alsawaier (2018) stated that the use of computerized games for education can motivate students who grew up in the era of video games. Educational games that use digital technology and interactivity can create interesting learning, consequently affecting the learning outcomes. The fun and excitement created by games are motivating and provide a heighten potential for gamification as a learning media (Zainuddin et al., 2020). Gamification can be defined as the process of applying elements of game design to a non-game context, where the interaction between the game mechanisms and personal disposition result in a fun and enjoyable experience (Tobon, 2020). The reason is the psychological state caused by the game - immersion, flow, involvement – can increase motivation and learning performance. In the field of education, it has been stated that through gamification, students can be motivated to learn in new ways and enjoy tasks that were originally boring (Parra-González et al., 2020).
Previous research has found that the use of games as a learning medium supports the trial-and-error process that allows mistakes and having freedom to fail without fear when studying, giving feedback, facilitating learning based on individual, visualize teaching materials and encouraging competition (Mena and Parreno, 2017; Lutfi et.al., 2019).
The results of previous studies show that the game as a learning medium creates a stimulating and healthy learning environment for students. Activities that are fun and entertaining usually increase a higher level of interest, involvement, achievement, and understanding or mastery of the material. Games can also be interesting and entertaining at the same time (Gafni et al., 2018). According to Toda et al. (2017), games that meet the requirements as learning media can create an effective learning environment and results in improved learning outcomes.
