Gamifying Senior High School Genetics: Students Experiences and Attitude

Renato A. Tiria¹ , Cheryl C. Mislang² , Dennies G. Caballes³

1. Natural Sciences/Faculty, Jose Rizal University, Mandaluyong City, Philippines.
2. Natural Sciences/Faculty, Jose Rizal University, Mandaluyong City, Philippines.
3. School of Hotel, Restaurant and Institution Management, De La Salle – College of Saint Benilde Manila City, Philippines.

Section:Research Paper, Product Type: Journal-Paper
Vol.10 , Issue.5 , pp.102-106, May-2024

Online published on May 31, 2024

Copyright © Renato A. Tiria, Cheryl C. Mislang, Dennies G. Caballes . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
This study aimed to explore gamification in senior high School genetics and its effect on students’ academic performance, attitude, and experiences. The research used purposive sampling techniques, and thirty participants participated. The study revealed that students were interested in using gamification in Genetics education, appreciating its advantages, such as increased engagement, simplified understanding of topics, and motivation to learn. This indicates that incorporating gaming elements into education creates an enjoyable classroom atmosphere, encouraging students to work and reach their academic objectives. It underscores how gamification can positively impact learning across subjects. Five emerging themes were produced in terms of experience. Students find gamified approaches to learning Genetics engaging and motivating, appreciating the interactive and immersive nature of the activities, personalized learning experiences, skill development opportunities, collaboration with peers, and long-term engagement with genetic concepts facilitated by gamification.

Key-Words / Index Term :
genetics, science education, secondary school, gamification

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