Abstract:

One of the increasingly used approaches in education that addresses the problem of lack of student engagement and motivation during the learning process is gamification.

The concept of gamification is usually described as the application of game elements and principles of game design in a non-game context. The application of gamification is not about designing a serious digital game or incorporating existing games into the learning and teaching process, but about gamifying activities in which students participate using game-based elements. This includes elements such as avatars, badges, virtual points, and levels that can be easily implemented with simple digital tools or in learning management systems. Although elements of gamification can be introduced into the teaching process without digital tools, advances in technology have facilitated the broader application of gamification in education.

Gamification can be used in a variety of contexts and at different levels of education. The application of gamification elements increases student motivation and active participation in the learning process and, in turn, the achievement of learning outcomes. Gamification elements can be used in a traditional learning environment (face-to-face learning), but also in online learning or in hybrid learning that combines face-to-face and online learning. Due to the COVID-19 pandemic, it is especially important to introduce innovative approaches to online and hybrid learning models to address the lack of student engagement and motivation. Gamification can also be used at different levels of education: in elementary schools, secondary schools, higher education, and lifelong learning programs. Although one might expect game elements to be used more often in activities for younger students, analysis of the literature shows that gamification is being introduced to a much greater extent in higher education than in elementary and secondary education.

This paper presents the results of a study of student acceptance of gamification in secondary computer science classes. Students used Kahoot! Quizzes, Escape Room games, Moodle quizzes and games. The study aims to contribute to the field by highlighting the need to understand how students perceive gamified activities, as this can help teachers in their attempts to design effective gamification. According to the results of the questionnaire, students were very satisfied with the use of different game elements such as points, badges, leather boards, and stories.

The presented study is the first step in developing a more comprehensive model for designing gamified activities in secondary education to improve the quality of teaching and students' motivation.

Keywords:

Gamification, game-based elements, digital tools, secondary education, student motivation.