Gamification in high school computer science: enhancing engagement and critical thinking through lesson study.
Authors
Ramazanov, Ravil
Ramazanov, Rinat
Issue Date
2025
Educational Level
ISCED Level 3 Upper secondary education
Curriculum Area
Geographical Setting
Kazakhstan
Abstract
Background and Purpose: Traditional teaching struggles to engage students. This study explores gamification as a strategy to boost motivation, participation, and critical thinking in high school computer science. Using Lesson Study, it integrates avatars, challenges, and teamwork to enhance learning.
Aims: This study aims to enhance student engagement and motivation through gamification, strengthen critical thinking and problem-solving skills, optimize task completion rates via interactive learning strategies, and foster collaboration through structured, team-based activities.
Methodology: This study followed a three-week Lesson Study cycle with 12 high school students (ages 15–16) at Nazarbayev Intellectual School. Gamification elements, including personalized avatars, level-based challenges, and structured argumentation tables, were integrated into computer science lessons. A mixed-methods approach combined task completion rates, time-on-task records, motivation surveys, classroom observations, and structured reflections to assess engagement and learning outcomes. Engagement was measured through participation tracking and task completion rates, while motivation was evaluated using self-reported Likert scale surveys (1-5). Observational data and teacher feedback provided qualitative insights into student collaboration, problem-solving, and analytical thinking. Data triangulation ensured the validity and reliability of the findings.
Findings: Gamification significantly enhanced student engagement, motivation, and collaboration. Engagement levels increased by 15%, with task completion rates rising from 65% to 83%. Motivation scores improved from 3.3 to 4.2 on a five-point scale, while classroom participation grew by 15%, and student satisfaction reached 85%. Observations revealed that structured argumentation tables and team-based challenges improved problem-solving abilities, fostering analytical thinking and independent learning. Students demonstrated greater autonomy in structuring arguments and applying logical reasoning in coding tasks, highlighting the effectiveness of gamification in computer science education.
Conclusions and Implications: Gamification has proven to be an effective strategy for enhancing student engagement, motivation, and critical thinking in high school computer science classes. The structured integration of game elements improved task completion rates, collaboration, and problem-solving skills. Findings suggest that gamification can serve as a scalable approach to improving learning outcomes, particularly in STEM education. Future research should explore its long-term impact across different subjects and student demographics.
Aims: This study aims to enhance student engagement and motivation through gamification, strengthen critical thinking and problem-solving skills, optimize task completion rates via interactive learning strategies, and foster collaboration through structured, team-based activities.
Methodology: This study followed a three-week Lesson Study cycle with 12 high school students (ages 15–16) at Nazarbayev Intellectual School. Gamification elements, including personalized avatars, level-based challenges, and structured argumentation tables, were integrated into computer science lessons. A mixed-methods approach combined task completion rates, time-on-task records, motivation surveys, classroom observations, and structured reflections to assess engagement and learning outcomes. Engagement was measured through participation tracking and task completion rates, while motivation was evaluated using self-reported Likert scale surveys (1-5). Observational data and teacher feedback provided qualitative insights into student collaboration, problem-solving, and analytical thinking. Data triangulation ensured the validity and reliability of the findings.
Findings: Gamification significantly enhanced student engagement, motivation, and collaboration. Engagement levels increased by 15%, with task completion rates rising from 65% to 83%. Motivation scores improved from 3.3 to 4.2 on a five-point scale, while classroom participation grew by 15%, and student satisfaction reached 85%. Observations revealed that structured argumentation tables and team-based challenges improved problem-solving abilities, fostering analytical thinking and independent learning. Students demonstrated greater autonomy in structuring arguments and applying logical reasoning in coding tasks, highlighting the effectiveness of gamification in computer science education.
Conclusions and Implications: Gamification has proven to be an effective strategy for enhancing student engagement, motivation, and critical thinking in high school computer science classes. The structured integration of game elements improved task completion rates, collaboration, and problem-solving skills. Findings suggest that gamification can serve as a scalable approach to improving learning outcomes, particularly in STEM education. Future research should explore its long-term impact across different subjects and student demographics.
Description
Keywords (free text)
gamification , student engagement , critical thinking , STEM education , game-based learning , lesson study , active learning