The 2D Online Game-Based Design on Gamification Concepts to Enhance the Science Learning Experience for Third Grade Students

Information from the abstract

This research and development study addresses challenges in primary-level science instruction in which some learners demonstrate limited motivation and interest and have difficulty connecting abstract scientific concepts with tangible experiences, particularly in lessons that require observation, experimentation, and reasoned thinking. In many classrooms, when learning activities rely mainly on explanation, students may have fewer opportunities to explore phenomena, test ideas, and receive immediate feedback. To respond to these issues, the study applies gamification and game-based learning principles to the design of a digital learning medium in the form of a two-dimensional (2D) online educational game. The intention is to increase learner participation, enhance enjoyment during classroom learning, and support learning by doing through age-appropriate simulated situations that allow students to learn through interaction and repeated practice. This research aimed (1) to analyze learners’ needs as a foundation for designing and developing a gamification-based 2D online science game for Grade 3 primary students, (2) to design and develop the gamification-based 2D online game for use as an instructional medium in science, and (3) to examine the effects of using the developed gamification-based 2D online game on learning achievement and satisfaction with learning through the game among Grade 3 students. A mixed-methods research design was employed, and the study was conducted through sequential steps to ensure alignment between the data collected and each objective. The research process comprised three key phases. Phase 1 focused on pre-prototype data collection. The researchers conducted fieldwork to understand current learning issues and to analyze learners’ needs through an online questionnaire. The instrument gathered information on students’ learning behaviors, interests, and expectations regarding game elements for learning. The resulting data were analyzed and synthesized to clarify learner characteristics and to establish practical requirements to guide subsequent design decisions. Phase 2 involved the design and development of the educational game prototype. Findings from Phase 1 were translated into design requirements and used to determine the game’s structure, learning flow, and core mechanics. The prototype integrated gamification features encourage engagement and persistence, including mission-based play, staged progression, reward mechanisms, and immediate feedback. The interaction design was tailored to Grade 3 learners and school context, with an emphasis on clarity, accessibility, and meaningful learning actions. The game’s mechanics and learning activities were designed to guide learners through content gradually, reinforce key ideas through repetition, and help learners recognize the consequences of their choices during gameplay. Phase 3 consisted of post-development testing of the prototype in real classroom settings under teacher supervision. The prototype was developed as a Grade 3 science lesson titled “The Wonders of Magnetic Force”. Gameplay activities were designed to encourage students to make decisions and test ideas through play. For example, learners completed tasks that required them to classify objects that can or cannot be attracted by magnets, and they explored concepts such as magnetic poles and the uses of magnets through mission-based stages. Immediate feedback was provided when learners responded correctly or incorrectly, supporting gradual conceptual development through repeated practice, problem solving, and observation of outcomes. In addition, the system automatically recorded gameplay and usage data in an online database to support learning follow-up and monitoring. Participants were 148 Grade 3 students from two schools in Hat Yai District, Songkhla Province, Thailand. A cluster sampling approach was applied in accordance with each school’s participation quota, with classrooms serving as clusters. After classrooms were selected, data were collected from all students in the selected classrooms. Research included (1) a learner-needs questionnaire administered prior to prototype development, (2) a pre-test and post-test using the school’s standardized science test to measure learning achievement, and (3) a four-point satisfaction questionnaire administered after gameplay to capture learners’ perceptions of enjoyment, ease of understanding, interest, and motivation to learn through the game. Qualitative reflections were also collected through open-ended questions to explain learners’ experiences in greater depth. Quantitative findings indicated that students’ mean post-test score after using the prototype game was significantly higher than the mean pre-test score (𝑀pre= 7.75, SD= 2.15; 𝑀post= 8.09, SD= 2.02; t= 3.42, p = .0008) This result reflects an increase in scores within the sample following use of the game and suggests that, in the context of this classroom trial, the prototype may have contributed to supporting students’ understanding and retention of the science content. Satisfaction results also indicated positive perceptions of the prototype. Overall satisfaction averaged 3.67 (SD = 0.67) out of 4, with students particularly highlighting enjoyment, interest, ease of understanding, and motivation to learn through game missions. Qualitative reflections further illustrate how learners experienced the prototype. Some students reported that the visuals were attractive and the animations were smooth, which made the learning activity feel like conducting real experiments in a virtual world. These characteristics were perceived to reduce boredom and to support more self-directed learning through repetition and immediate feedback. Students’ comments also suggested that the mission structure helped them remain focused and encouraged them to try again when they made mistakes. Furthermore, classroom implementation under teacher supervision was noted as a supportive condition that helped the game be used appropriately within time constraints and classroom routines and contributed to a more systematic learning activity within the class time. In conclusion, the design and development of a gamification-based 2D online educational game can serve as an instructional support medium that promotes learner motivation and supports science learning achievement for Grade 3 students in the context of this implementation. Trial results showed improved post-test scores within the group and high levels of learner satisfaction after using the prototype. However, because the evaluation employed a single-group Pre-test and Post-test design, the findings are intended to describe within-group change and do not claim that the game is superior to traditional instruction. The results can inform further development of digital learning games for other science topics or subject areas and provide practical guidance for teachers and educational media developers who aim to design learner-centered digital learning activities that emphasize hands-on engagement.

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Related topics: Educational Games and Gamification · Technology-Enhanced Education Studies · Educational Technology and E-Learning