O impacto da aprendizagem on-line gamificada no ensino de Ciências Sociais sobre o envolvimento, a motivação e o desempenho dos alunos

Ipek Maaşoğlu

doi:10.22633/rpge.v30iesp2.21355

Authors

Ipek Maaşoğlu Near East University https://orcid.org/0009-0003-4115-0486

DOI:

https://doi.org/10.22633/rpge.v30iesp2.21355

Keywords:

Gamification, Online learning, Social sciences, Primary education, Cognitive skills

Abstract

This study aims to examine the impact of gamified online learning design applied in 4th grade Social Sciences course on academic success, motivational tendencies and high-level cognitive skills. Fifty-five students participated in the study, which used semi-experimental design, and the data were collected through achievement tests, Likert-type scales and structured teacher observations. The obtained findings revealed that gamifying mechanics (score, badge, task) resulted in significant increase in academic success (t(54) = 9.12, p < .001) and that student motivation rose from 3.10 to 4.30. In addition, the accuracy in problem solving rates increased by 23%, which proved that the method supports cognitive processes and critical thinking abilities. Furthermore, qualitative observations indicated that students developed a more positive attitude toward the course content through interactive competition. The results show that gamification can be a critical pedagogical tool in online social sciences teaching by fostering sustainable engagement and permanent learning outcomes.

Downloads

Download data is not yet available.

Author Biography

Ipek Maaşoğlu, Near East University

Near East University, Nicosia – North Cyprus – Turkey. Associate Professor, Atatürk Faculty of Education, Division of Curriculum and Instruction.

References

Ak, M. M., & Oruç, Ş. (2022). Sosyal bilgiler derslerinde oyunlaştırma. Uluslararası Ders Kitapları ve Eğitim Materyalleri Dergisi, 5(1), 22–37.

Almufarreh, A. (2026). Gamification in education and its impact on student academic performance: A conceptual model based on systematic literature review and PLS-SEM analysis. Algorithms, 19(2), Article 143. https://doi.org/10.3390/a19020143

Andrlić, B., De Alwis, A. H. M., & De Alwis, A. C. (2026). Exploring the role of gamification in enhancing motivation and academic success among Croatian university students: A strategic management perspective. TEM Journal, 15(1), 940–949. https://doi.org/10.18421/TEM151-87

Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. Longmans.

Buckley, P., & Doyle, E. (2016). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43–55. https://doi.org/10.1016/j.compedu.2016.11.009

Caraig, R., Kuhonta, M. V., & Tun, M. M. (2024). A proposed teacher retooling program in robotics for the basic education teachers in Japan. International Journal of Education, Technology and Science, 4(1), 1576–1595.

Christopoulos, A., & Mystakidis, S. (2023). Gamification in education. Encyclopedia, 3(4), 1223–1243. https://doi.org/10.3390/encyclopedia3040089

Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. Harper & Row.

Deci, E. L., & Ryan, R. M. (2000). The "what" and "why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification." In Proceedings of the 15th International Academic MindTrek Conference (pp. 9–15). https://doi.org/10.1145/2181037.2181040

Erkan, A., & Çelik, S. K. (2023). İlkokul sosyal bilgiler dersinde oyunun öğrencilerin akademik başarı ve tutumlarına etkisi. Türk Eğitim Bilimleri Dergisi, 21(2), 668–685. https://doi.org/10.37217/tebd.1174432

Gautier, C. (2025). Exploring game-based learning platforms and intrinsic motivation in EFL classrooms: Perspectives from primary school teachers in Finland [Master’s thesis, University of Eastern Finland].

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? A literature review of empirical studies on gamification. In 2014 47th Hawaii International Conference on System Sciences (pp. 3025–3034). https://doi.org/10.1109/HICSS.2014.377

Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, and academic performance. Computers & Education, 80, 152–161. https://doi.org/10.1016/j.compedu.2014.08.019

Kaçar, T. (2023). Sosyal bilgiler eğitimi alanında yapılan eğitsel dijital oyunlara yönelik araştırmaların incelenmesi. Harran Maarif Dergisi, 8(2), 128–143. https://doi.org/10.22596/hej.1341193

Kapp, K. M. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. Pfeiffer.

Karahan, A. S. (2023). The effect of mobile distance education method used in extracurricular ear training on students’ achievement levels. International Journal of Education, Technology and Science, 3(3), 565–583.

Köçeri, K., Arslan, A., & Aydıntürk, A. (2025). Eğitimde dönüşüm: Yeni paradigmalar ve yaklaşımlar. Kriter Yayınevi.

Landers, R. N., & Landers, A. K. (2014). An empirical test of the theory of gamified learning: The effect of leaderboards on time-on-task and academic performance. Simulation & Gaming, 45(6), 769–785. https://doi.org/10.1177/1046878114563662

Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: A meta-analysis. Frontiers in Psychology, 14, Article 1253549. https://doi.org/10.3389/fpsyg.2023.1253549

Marangoz, M. (2024). Oyunlaştırma temelli öğretimin akademik başarı, tutum, motivasyon ve kalıcılık üzerindeki etkileri [Doctoral dissertation, Gazi Üniversitesi].

Pederson, B., Reith, M., Long, D., Gera, R. A., White, E. D., & Zemmer, J. (2025). A standardized methodology for evaluating a digital badging system. In Proceedings of the 2025 ASEE Annual Conference & Exposition.

Rokhmat, J., Gunawan, G., Sukarso, A. A., Rahmatiah, R., Mahmudah, H., & Amanah, P. D. (2025). Revealing the weaknesses of applying gamification in science learning and overcoming it: A systematic review. TEM Journal, 14(3), 2462–2471. https://doi.org/10.18421/TEM143-50

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033

Şengün, A. (2021). İlkokul sosyal bilgiler dersinde oyunlaştırılmış ters yüz sınıf modelinin okuduğunu anlama ve motivasyona etkisi [Master’s thesis, Bartın Üniversitesi].

Woo, J. C. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Journal of Educational Technology & Society, 17(3), 291–307.

Yurdaöz, E., & İletir, H. (2023). Eğitim öğretim sürecinde dijital oyun kullanımı: Sistematik bir derleme çalışması. Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi, 5(2), 286–316.