A Gamified Learning Framework to Cultivate Critical Thinking Skills in Students

• Published in: IEEE transactions on education 2024-12, Vol.67 (6), p.931-943
• Main Authors: Srinivasa, K. G., Singh, Aman, Chauhan, Kshitij Kumar Singh
• Format: Article
• Language: English
• Subjects: Bibliographies; Education; Electronic learning; Engines; Entrepreneurship; Focusing; Games; gamification; Problem-solving; statistical analysis; Taxonomy; Testing
• ISSN: 0018-9359; 1557-9638
• DOI: 10.1109/TE.2024.3431872

Contribution: This article investigates the impact of gamified learning on high school students (grades 9-12) in computer science, emphasizing learner engagement, knowledge improvement, and overall satisfaction. It contributes insights into the effectiveness of gamification in enhancing educational outcomes. Background: Gamification in education is explored, focusing on its potential to address challenges in learner engagement. The study draws on gamification principles and user-centered design frameworks to create meaningful gamified learning experiences. Intended Outcomes: The study aims to measure knowledge improvement, overall satisfaction, and engagement in gamified learning. It seeks to assess the effectiveness of the designed educational games in enhancing algorithmic, computational, and analytical thinking skills. Application Design: Utilizing an agile development process, Unity game engine, and Swift Core-AR, this article details the creation of user-centered gamified environments. It outlines the deployment methodology for augmented reality-based games, emphasizing iterative design based on user feedback. Findings: Statistical analyses show positive correlations between overall satisfaction, engagement, and motivation with knowledge improvement. The paired t-test reveals a significant increase in knowledge levels post-gamification. One-way alternative to the one-way analysis of variance underscores the influence of satisfaction on knowledge improvement, highlighting its critical role.