Naslov
How gamification impacts physics?

Autori
Gaurina, Marija ; Nikolaus, Patricija ; Hrepić, Zdeslav ; Dželalija, Mile

Vrsta, podvrsta i kategorija rada
Radovi u zbornicima skupova, cjeloviti rad (in extenso), znanstveni

Izvornik
International Conference Proceedings New Perspectives In Science Education 11th Edition / - Bolonja : Filodiritto Publisher, 2022, 181-187

ISBN
979-12-80225-41-2

Skup
11th International Conference New Perspectives in Science Education

Mjesto i datum
Firenca, Italija, 17.03.2022. - 18.03.2022

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
: Physics, education, gamification, game-based learning, review

Sažetak
With the rapid development of science and technology, the importance of physics increases equally because "knowledge of basic natural sciences contributes to technological progress and ensures sustainable development" [1, 2]. Physics is one of the foundational school subjects in preparing students for the challenges of the 21st century. This makes improving students' learning outcomes in physics essential to modern education. To that end, clear articulation of positive educational goals, streamlined teaching processes, and diversified teaching methods should eliminate routine, unproductive, and tedious practices. Furthermore, lifelong physics learning requires more than foundational knowledge and skills. It largely depends on the attitude that students develop towards physics. Physics education practices should ensure that students completing primary education understand and actively participate in discussions of science and technology issues and make responsible and informed decisions [3]. In accomplishing these goals, games and gaming practices have great potential as they directly and strongly engage participants in developing and co-creating the outcomes, both individually and collaboratively. Introducing game elements in non- game environments is called gamification, which is a broad term that includes many variations and applications. This complexity makes applying gamification in education a challenge, especially in a physical-science-related field. This research aims to provide an overview and analysis of the studies related to gamification use in physics education. Our results show that gamification in physics education is seldom used, especially considering that our references include all articles available in the databases. Given that gamification elements have been applied most frequently in computer science, while other STEM areas have been neglected in this respect, our findings point to one wide area with great educational potential that has not been explored yet.

Izvorni jezik
Engleski

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