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<p>Gamification has emerged as a promising educational strategy, offering dynamic solutions to address challenges in fostering self-regulated learning (SRL) skills in middle school students, particularly within the context of science education. These skills, including goal-setting, progress monitoring, and reflective practices, are critical for navigating complex scientific concepts. Despite its potential, gaps remain in understanding how gamified mobile learning impacts key educational outcomes. This study investigates the effects of a gamified mobile-based SRL approach on middle school students’ academic achievement, motivation, enjoyment, and engagement in science education. Using an experimental design, 64 students were divided into a gamified mobile-based SRL group and a non-gamified control group. The results demonstrated significantly higher outcomes for the gamified group across all measures, highlighting the approach’s effectiveness in enhancing interactive, student-centered learning. This study contributes valuable insights into integrating gamification with mobile technologies to support SRL and improve science education outcomes.</p>

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Gamifying mobile-based science education: enhancing self-regulated learning skills in middle school students

  • 期刊论文

  • 发表日期：

    2025年8月29日

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  • Hüseyin Ateş,
  • Cansu Şahin Kölemen

摘要

Gamification has emerged as a promising educational strategy, offering dynamic solutions to address challenges in fostering self-regulated learning (SRL) skills in middle school students, particularly within the context of science education. These skills, including goal-setting, progress monitoring, and reflective practices, are critical for navigating complex scientific concepts. Despite its potential, gaps remain in understanding how gamified mobile learning impacts key educational outcomes. This study investigates the effects of a gamified mobile-based SRL approach on middle school students’ academic achievement, motivation, enjoyment, and engagement in science education. Using an experimental design, 64 students were divided into a gamified mobile-based SRL group and a non-gamified control group. The results demonstrated significantly higher outcomes for the gamified group across all measures, highlighting the approach’s effectiveness in enhancing interactive, student-centered learning. This study contributes valuable insights into integrating gamification with mobile technologies to support SRL and improve science education outcomes.