[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596422-105":59,"doc-detail-596422-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","using-gamification-in-science-learning-achievement-attitudes-and-skills","Using Gamification in Science Learning - Achievement, Attitudes, and Skills","","This study examines how gamification-enhanced learning activities influence science learning outcomes, focusing on achievement, attitudes, and science learning skills. Forty-three 6th-grade students participated in a quasi-experimental design with an eight-week intervention. Control students showed improved academic achievement, with attitudes toward science and learning skills remaining comparable to the pre-intervention level. In contrast, the experimental group demonstrated significant increases across achievement, attitudes, and skills, supported by split-plot ANOVA comparisons. Results recommend teacher in-service training to expand gamification use in science education.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-gamification-in-science-learning-achievement-attitudes-and-skills/596422/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-gamification-in-science-learning-achievement-attitudes-and-skills/596422.png","ImageObject",300,407,{"name":92,"@type":93},"Alexandar","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What learning outcomes does the study evaluate when using gamification in science education?","Question",{"text":112,"@type":113},"It evaluates academic achievement, attitudes toward science, and science learning skills.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study designed and how long was the intervention?",{"text":117,"@type":113},"The study used a quasi-experimental design with 43 sixth-grade students, applying gamification-based science education over an eight-week period.",{"name":119,"@type":110,"acceptedAnswer":120},"What main differences were observed between the control and experimental groups after the intervention?",{"text":121,"@type":113},"The control group’s academic achievement increased while attitudes and skills stayed similar; the experimental group showed significant increases in academic achievement, attitudes toward science, and science learning skills.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596422,1792165020,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":31,"preview_page_count":4},962090768658,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Using Gamification in Science Learning: Achievement, Attitudes, and Skills  \nMeral Çiftel *, Hülya Aslan Efe** and Rıfat Efe***  \nAbstract  \nThis study explores how gamification enriched learning activities affect science learning in terms of achievement, attittues and science learning skills. Fourty-three 6th grade students participated in the study which employed a quasi-experimental design that included an experimental group receiving science education through gamification activities over a eight week period. The analysis of the data revealed that after the eight weeks of intervention, the control group students’ academic achievement increased, while their attitude towards science and science learning skills remained similar. In contrast, experimental group students’ academic achievement, attitude towards science, and science learning skills significantly increased after science instruction that included gamification elements. The split plot Anova results showed that the academic achievement, attitude towards science, and science learning skills of the students in the experimental group were statistically higher than those of the students in the control group. In light of these results, it is recommended that in-service training be provided to teachers to increase the use of gamification elements in science education.  \nKeywords: Gamification, Academic achievement, Attitude towards science, Science learning skills  \n* Teacher, Ministry of Education, [meciftel@gmail.com](meciftel@gmail.com)  \n** Prof.Dr., Dicle University, Z.G. Education Faculty, [hulyaefe@dicle.edu.tr](hulyaefe@dicle.edu.tr)[ ](hulyaefe@dicle.edu.tr)*** Prof.Dr. Dicle University, Z.G. Education Faculty, [rifatefe@dicle.edu.tr](rifatefe@dicle.edu.tr)  \nIntroduction  \nThe game, as ancient as human history and a fundamental aspect of childhood, is characterized as an entertainment activity governed by specific rules that fosters enjoyable experiences while enhancing intelligence and skills (TLA, 2019) . From an educational viewpoint, a game can be understood as an effective learning experience, whether or not it has a defined goal, and can involve rules or be unstructured. It is an activity in which children actively and joyfully engage, promoting their physical, social, and cognitive development (Uskan & Bozkuş, 2019) . Considering the interests and needs of the new generation of students, the necessity of incorporating educational technologies into educational environments where traditional methods are used becomes evident (Potts et al., 2010) . There is a need for learning-teaching environments designed with innovative classroom techniques and incorporating educational technologies that increase the quality of education and make learning more effective as well as lasting (Hayırsever & Orhan, 2018) . Gee (2005) observed that people spend a lot of time on digital games and found it interesting that they spend hours trying to pass a difficult level in the game. In this context, it is suggested that more effective learning environments can be created by combining the complex, long, difficult, and boring learning process with the entertainment aspect of games (Gee, 2005) . Emergingas a new concept in the field of education, gamification ensures learners' interest in the learning process, provides them with the confidence that they can have fun while learning (Werbach & Hunter, 2012) . Studies on gamification indicate that gamification used in instructional environments is promising (Brom et al., 2011) . Gamification is defined as \"the use of game-based thinking and game components to engage people and solve problems\" (Zichermann & Cunningham, 2011) . The game design elements should be applications that provide motivation, engagement, and continuity for individuals (Deterding et al., 2011) . Gamification elements are manifested in many different game contents such as goals, story, freedom of choice, rules, freedom to make mistakes, rewards, and levels. The main f","cbCaiiFek555ZFUk","https://ap.wps.com/l/cbCaiiFek555ZFUk","pdf",468619,"English","# Introduction\n## Gamification in education and learning\n## Game design elements and learning mechanisms\n## Prior research and motivation\n## Attitudes toward science","[{\"question\":\"What learning outcomes does the study evaluate when using gamification in science education?\",\"answer\":\"It evaluates academic achievement, attitudes toward science, and science learning skills.\"},{\"question\":\"How was the study designed and how long was the intervention?\",\"answer\":\"The study used a quasi-experimental design with 43 sixth-grade students, applying gamification-based science education over an eight-week period.\"},{\"question\":\"What main differences were observed between the control and experimental groups after the intervention?\",\"answer\":\"The control group’s academic achievement increased while attitudes and skills stayed similar; the experimental group showed significant increases in academic achievement, attitudes toward science, and science learning skills.\"}]","Using Gamification in Science Learning - Achievement, Attitudes, and Skills | PDF",1792083052]