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ERIC Number: EJ1112008
Record Type: Journal
Publication Date: 2016-Jun
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1449-6313
A Science Classroom That's More than a Game
Barlow, Tim; Fleming, Barry
Teaching Science, v62 n2 p31-37 Jun 2016
"Blended" and "flipped" pedagogies are becoming more common features of classrooms as the technological revolution continues. While the appropriate use of technology in the learning environment can serve to motivate some students, significant problems surrounding student motivation and engagement remain. As such, the gamification, or the application of typical elements of game playing (e.g., point scoring, competition with others, levelling-up), to the learning process is increasing. In an attempt to motivate adolescent Year 9 students to undertake extension work in a course, we gamified Year 9 science. As a result of the gamification, 17% of students completed some extension material and two students completed significant amounts of extra work to achieve the highest level possible in the game. The accumulation of game points, or stars, throughout the course also enabled an analysis of student work output compared to traditional test and exam results. This analysis showed a strong positive correlation.
Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A