Enhancing Students’ Attitudes and Map Work Performance through Educaplay Gamification in Grade X Geography

Context: The study was conducted at Shaba Higher Secondary School in Paro, Bhutan, where Grade X students exhibited difficulties in map work, demonstrating poor performance and low engagement with map-related activities. Assessment data indicated substantial challenges, as a significant number of students were unable to recognize geographical features, resulting in consistently low exam scores. In response to these challenges, the research aimed to explore the use of gamification, specifically through the platform Educaplay, to improve students' attitudes and performance in geography. Aims: The primary purpose of the action research was to investigate how the implementation of Educaplay gamification influenced Grade X students’ motivation and performance in geography map work. The study aimed to fill a knowledge gap regarding the effectiveness of gamified learning in Bhutanese classrooms, particularly in enhancing map skills and fostering positive attitudes toward geography. Methods: The research involved 50 Grade X students (aged 16) who participated in an eight-week intervention using Educaplay. Multiple methods for data collection were employed, including pre- and post-tests to measure map work performance and surveys to assess students' attitudes before and after the intervention. Qualitative data through open-ended responses were also collected to gain deeper insights into student experiences and perceptions. Findings: The results revealed a significant improvement in students’ map work performance, with the mean total score increasing from 6.98 to 8.78 out of 16. Survey results showed that 62% of students enjoyed using Educaplay, and notable increases in confidence, independence, and interest in map work were reported. The open-ended responses emphasized increased motivation and positive changes in attitude, alongside minor technical challenges experienced during the activities. Implications: The findings indicate that gamification through Educaplay can effectively enhance student engagement, understanding, and self-assurance in geography education. Other teachers may learn that incorporating interactive and game-based elements into their curriculum can foster a more positive learning environment, which addresses the challenges of traditional instructional methods. The study suggests that carefully designed gamified activities can significantly contribute to improved academic performance and student motivation in subject-specific areas like geography.

Keywords

geography education, Educaplay, gamification, map skills, student attitudes

Permanent link to cite this item

https://hdl.handle.net/20.500.14069/1465
https://doi.org/10.71779/883

Collections

Camtree Research Reports