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Gamification of learning experiences is an evolving research paradigm in Africa and Nigeria in the diaspora. Thus, this study investigated the use of a designed and developed Biology Concept Game via mobile phone under individualize (I), individualize competitive (IC), collaborative (Col) and collaborative competitive (Col-C) learning modes. This design experimental research was conducted with two hundred and forty-two (242) senior secondary school students who were drawn from five intact classes in schools from Lagos Island local government area of Lagos State, Nigeria. Data collected were analysed using descriptive statistics and inferential statistics of Analysis of Covariance (ANCOVA) and Multiple Analysis of Covariance (MANCOVA) respectively. Empirical findings from the study revealed that the incorporation of game elements such as leader board, points, badges, and game challenge significantly improved students learning engagement, achievement, and attitude towards learning biology respectively. The effectiveness of gamification was also statistically significant on the combined dependent variables of engagement and achievement, engagement and attitude, engagement, achievement, and attitude respectively. Furthermore, the study revealed that competition and collaboration play a significant role and interplay to moderate the learning outcomes associated with the gamified biology learning environment. The main effect of gender and its interaction with gamification on students learning outcomes was not significant. Hence, both male and female students were able to achieve equitable learning outcomes in the gamified learning environment. The study therefore recommend gamification as an effective pedagogical strategy that provide a scaffold for students learning and co-construction of knowledge in the biology classroom.
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