GAMEFICATION METHOD FOR TEENAGE LEARNERS (AT SCHOOL)

Аннотация

This study investigates the impact of gamification on teenage learners in secondary school education. Gamification, defined as the use of game-based elements such as points, badges, leaderboards, and quests in non-game contexts, has recently gained popularity in educational practice. The research was conducted with 60 students aged 14–16, divided into an experimental group exposed to gamified instruction and a control group taught through traditional methods. Over an eight-week period, data were collected through motivation surveys, academic performance tests, and classroom observations. The results indicated that students in the gamified group demonstrated significantly higher motivation, improved test scores, and greater classroom participation compared to their peers in the control group. Qualitative feedback also revealed positive perceptions of gamification, with learners describing lessons as more engaging and enjoyable. However, some students expressed concerns about the competitive nature of leaderboards, suggesting the need for balanced design strategies. Overall, the findings confirm that gamification can effectively enhance teenage students’ motivation and learning outcomes when applied thoughtfully. The study recommends further research on the long-term effects of gamification and its adaptation across different cultural and curricularcontexts. Keywords Gamification; teenage learners; motivation; academic performance; classroom participation; secondary education