Influence of Gamification on Pupils’ Motivation and Participation in Learning Activities in Oshimili South Local Government Area of Delta State

ABSTRACT

This study examined the influence of gamification on pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State. Three research questions guided the study. A descriptive survey design was adopted for the study.  The population of the study comprised of the one thousand, three hundred and fifty (1350) teachers in all the 23 public primary schools in Oshimili North Local Government Area of Delta State. Out of the 23 public primary schools in Oshimili North Local Government Area, 9 schools were randomly selected. A total of 115 teachers were sampled through balloting. The instrument for data collection is a structured questionnaire titled “Influence of Gamification on Pupils’ Motivation and Participation in Learning Activities Questionnaire (IGPMPLAQ). A draft copy of the questionnaire was validated by a lecturer in the department of Primary Education and another in Measurement and Evaluation, Federal College of Education (Technical) Asaba. The researcher administered 115 copies of the questionnaire to primary school teachers and 100 copies were retrieved and analyzed using mean and standard deviation. Findings of the Study revealed among others that integration of gamified learning tools enhances pupils’ motivation towards learning in Oshimili South Local Government Area of Delta State to a high extent. It was recommended among others that Teachers in public primary schools in Oshimili South Local Government Area should consistently integrate gamified learning platforms such as Kahoot, Quizizz, ClassDojo, and Seesaw into classroom lessons to sustain pupils’ motivation and interest in learning.

CHAPTER ONE

INTRODUCTION

Background to the Study

In the evolving landscape of education, the need to make learning more engaging, interactive, and motivating for pupils has become a central concern, particularly in primary education. Traditional teaching methods, which often rely heavily on rote learning and teacher-centered instruction, have proven inadequate in sustaining the interest and active participation of pupils in learning activities. In response to this challenge, educators and researchers have begun exploring innovative approaches that make learning more enjoyable and meaningful. One such approach gaining increasing attention is gamification.

Gamification is the application of game-based elements such as point scoring, competition, and rewards in non-game contexts, particularly in education, to foster active participation and sustained motivation. According to Okafor and Eze (2021), gamification transforms traditional learning into an engaging experience by incorporating mechanics commonly found in games. It enhances cognitive involvement and emotional engagement, which can improve learners’ retention and academic performance. This approach is especially effective among young learners who respond positively to interactive and reward-driven learning processes. Gamification refers to the strategic integration of game design techniques into instructional activities to stimulate learner interest and encourage goal-oriented behaviours. As noted by Musa and Ibrahim (2020), gamification promotes self-paced learning by allowing pupils to set and achieve targets through engaging platforms. The incorporation of elements such as leaderboards, badges, and feedback loops supports a more personalized and participatory learning environment. It encourages collaboration, reduces anxiety associated with traditional instruction, and fosters a positive attitude toward learning. Gamification in education involves using digital or physical game elements to increase learner involvement, commitment, and performance in academic settings. Uche and Nwachukwu (2019) assert that gamification introduces fun and challenge into learning, creating a dynamic environment where pupils are more likely to participate actively. It provides immediate feedback, which is essential for correcting errors and reinforcing knowledge. Through gamification, the learning process becomes more pupils-centered and enjoyable, helping to bridge gaps in learner motivation and participation.

Pupils’ motivation towards learning refers to the internal drive or external influence that stimulates a pupil’s interest, effort, and persistence in academic activities. However, pupils’ motivation towards learning is the psychological readiness and energy pupils bring into learning tasks, which directly influences how effectively they engage with academic content. According to Adeola and Jimoh (2020), motivated pupils are more likely to participate actively in class, complete tasks, and strive for academic success. This motivation may be influenced by teaching methods, classroom environment, parental involvement, and reward systems. A high level of motivation positively impacts learning outcomes and reduces disengagement. Pupils’ motivation towards learning is the enthusiasm and willingness exhibited by learners in pursuing academic goals, often shaped by both intrinsic and extrinsic factors. As stated by Nwafor and Chukwuemeka (2021), when pupils find learning enjoyable or rewarding, their motivation increases, leading to higher retention and better performance. Motivation can be strengthened through praise, gamified lessons, or engaging instructional materials. A motivated pupil tends to show greater responsibility and interest in schoolwork. Okon and Olayemi (2019) emphasized that pupils’ willingness to learn is not only a function of personal interest but also a response to how stimulating and supportive the learning environment is. Factors like teacher encouragement, relevance of subject matter, and recognition of effort all contribute. Motivation is a key determinant of whether learning goals are achieved or abandoned.

Participation in learning activities refers to the active involvement of pupils in classroom tasks, discussions, assignments, and other academic engagements aimed at enhancing understanding. According to Eze and Nwankwo (2021), when pupils participate actively in learning activities, they take ownership of their learning process, which fosters better retention and deeper comprehension. Participation includes asking questions, contributing to group work, responding to teachers, and engaging with instructional materials. It is a key indicator of pupil engagement and academic interest. Participation in learning activities is the degree to which pupils are physically, emotionally, and cognitively engaged in instructional processes within the classroom. As stated by Abiodun and Edet (2020), meaningful participation involves more than just attendance, it encompasses learners’ willingness to contribute ideas, perform tasks, and collaborate with peers. It supports the development of critical thinking and promotes self-confidence in academic settings. Participation in learning activities involves learners’ consistent and constructive involvement in both individual and group academic tasks facilitated by the teacher. Ojo and Akinyemi (2019) noted that when pupils are encouraged to participate, they become more responsive, inquisitive, and cooperative during lessons. Such participation enhances learner-teacher interaction, classroom communication, and overall academic achievement. Promoting pupil participation requires structured opportunities and supportive feedback.

Gamified learning tools are instructional strategies that incorporate game elements to enhance pupils’ motivation and participation in learning activities. One such tool is the point system, which involves awarding points for completing tasks or answering questions, thereby encouraging consistency and effort (Nwachukwu & Ede, 2020). Badges and certificates serve as motivational tokens that recognize achievements and foster goal-oriented behavior (Yusuf & Ajayi, 2021). Leaderboards display pupils’ rankings to promote healthy academic competition, though they must be used cautiously to avoid discouragement (Obi & Alabi, 2022). Educational games integrate academic content with interactive play to make learning fun and improve retention (Ezeani & Ugwu, 2021). Progress bars visually track learning progress, giving pupils a sense of accomplishment and encouraging task completion (Okoro & Ibrahim, 2019). Similarly, classroom quests and missions present learning as adventures that increase engagement and foster collaboration (Musa & Okafor, 2020). Instant feedback systems offer real-time responses that help pupils identify their strengths and weaknesses, promoting immediate learning adjustments (Uche & Onuoha, 2021). Lastly, avatars and custom profiles allow pupils to personalize their learning experience, increasing their sense of identity and connection to the educational environment (Adebayo & Nwosu, 2020). These tools, when properly applied, contribute significantly to a more engaging and participatory classroom atmosphere.

The integration of gamified learning tools significantly enhances pupils’ motivation and participation in learning by making academic tasks engaging, rewarding, and interactive. Nwachukwu and Ede (2020) noted that features such as point systems, badges, and rewards encourage pupils to actively participate in tasks and persist in learning activities, especially in subjects they previously found uninteresting. Similarly, Yusuf and Ajayi (2021) emphasized that awarding certificates and virtual badges gives pupils a sense of accomplishment that boosts their self-esteem and drives greater effort. According to Obi and Alabi (2022), leaderboards promote friendly competition that motivates pupils to improve performance, stay focused, and remain committed to academic goals. Ezeani and Ugwu (2021) observed that educational games provide hands-on, enjoyable learning experiences that capture pupils’ attention and sustain curiosity. Okoro and Ibrahim (2019) explained that progress bars help pupils visualize their achievements and receive real-time feedback, which keeps them engaged and eager to advance. Musa and Okafor (2020) further reported that classroom quests and missions promote teamwork and goal-oriented learning that sustain pupils’ involvement and motivation. Uche and Onuoha (2021) concluded that instant feedback from gamified systems reinforces pupils’ commitment by allowing them to monitor their performance and make timely improvements. Overall, gamified learning tools transform passive learners into active participants by fostering intrinsic and extrinsic motivation, competition, collaboration, and accountability in the learning process.

Statement of the Problem

In recent years, the traditional methods of instruction in primary schools have come under scrutiny due to their inability to sufficiently motivate pupils or actively engage them in the learning process. Many pupils appear disinterested and unmotivated in classroom activities, often resulting in low participation, poor academic outcomes, and declining enthusiasm for learning. This has raised concerns among educators and stakeholders regarding the effectiveness of existing instructional approaches.

Gamification, which involves the application of game-like elements such as rewards, competition, feedback, and levels into learning environments, has been identified globally as a potential strategy for increasing pupils’ motivation and participation. However, the extent to which gamified learning tools are being utilized in classrooms within Oshimili South, and their actual impact on pupils’ engagement and motivation, remain unclear. While some schools may be experimenting with gamified methods, there is limited empirical data on the effectiveness, availability, and integration of these tools in the local context.

It is against the light of the above that this study seeks to examine the influence of gamification on pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State.

Purpose of the Study

The main purpose of this study is to examine the influence of gamification on pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State. Specifically, the study south to:

1. Determine the extent to which the integration of gamified learning tools enhances pupils’ motivation towards learning in Oshimili South Local Government Area of Delta State.
2. Examine the extent to which the integration of gamified learning tools enhances pupils’ participation in learning activities in Oshimili South Local Government Area of Delta State.
3. Identify the factors hindering the integration of gamified learning tools in enhancing pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State.

Research Questions

The following guided the study:

1. To what extent does the use of gamified learning tools enhance pupils’ motivation to learning in Oshimili South Local Government Area of Delta State?
2. To what extent does the integration of gamified learning tools enhance pupils’ participation in learning activities in Oshimili South Local Government Area of Delta State?
3. What are the challenges hindering the integration of gamified learning tools in enhancing pupils’ motivation and participation in learning activities in Oshimili South Local Government Area of Delta State?

Significance of the Study

Findings of this study could be of immense benefit to Pupils, Teachers, School Management, Policy Makers and Future Researchers.

This study is significant to pupils as it emphasizes the potential of gamification to enhance their motivation and active participation in learning activities. Gamified learning environments make lessons more engaging and enjoyable, fostering intrinsic motivation and reducing learning fatigue. By incorporating elements such as points, badges, and rewards, pupils are likely to develop a positive attitude toward learning, improve their problem-solving skills, and sustain interest in academic tasks. Ultimately, the findings of this study can help pupils experience learning as an interactive and rewarding process, which can boost overall academic performance.

For teachers, the study provides insight into innovative strategies that can be integrated into classroom instruction to improve learner engagement. Understanding the influence of gamification enables teachers to adopt creative techniques that make lessons more participatory and enjoyable, reducing classroom boredom and enhancing retention of knowledge. The findings can also guide teachers in blending traditional methods with technology-driven approaches, promoting differentiated instruction that caters to diverse learning needs. This could lead to improved teacher effectiveness and classroom management.

The study is important to school management as it highlights the need to create a supportive environment for implementing gamified learning strategies. It provides evidence-based information for investing in resources and infrastructure that facilitate digital learning tools and gamified content. By adopting gamification as part of the school’s instructional framework, management can improve overall student performance, enhance school reputation, and foster innovation in teaching and learning processes.

For policy makers, this study offers empirical evidence that can guide educational reforms and the development of policies promoting technology-driven learning. Understanding the benefits of gamification for pupils’ motivation and participation can influence decisions on curriculum design, teacher training, and allocation of resources for digital tools in schools. It can also support the inclusion of gamified learning in national education strategies, thereby aligning with global trends in technology integration in education.

This study serves as a valuable reference for future researchers interested in the intersection of education, motivation, and technology. It provides a foundation for further exploration into other factors influencing gamification’s effectiveness, such as age, subject areas, and socio-economic background. Additionally, future researchers can build upon the findings to conduct comparative studies or experimental research on different gamification techniques and their impact on diverse learning outcomes.

Scope of the Study

This study focus on influence of gamification on pupils’ motivation and participation in learning activities. The study covers public Primary schools in Oshimili South Local Government Area of Delta State. Variables of interest are gamified learning tool, extent to which the use of gamified learning tools enhance pupils’ motivation and extent to which the integration of gamified learning tools enhance pupils’ participation in learning activities. Respondents of the study are public Primary school teachers in the study area.

Pages:  57

Category: Project

Format:  Word & PDF               

Chapters: 1-5                                          

Source: Imsuinfo

Material contains Table of Content, Abstract and References.