The ultimate chemistry experience: A gamified learning system to improve student motivation and learning

Date of Publication


Document Type

Master's Thesis

Degree Name

Master of Science in Teaching Major in Chemistry


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Maricar S. Prudente

Defense Panel Chair

Lydia S. Roleda

Defense Panel Member

Marissa G. Noel
Socorro E. Aguja
Voltaire M. Mistades


In this current times, pedagogical innovations and reforms have become significantly bolder and more dynamic. These innovations and reforms vary from changing the mode of instruction to the use of modern technology in order to adapt to the changing needs of the learners. But no matter how teachers continue to modernize the classroom and change their roles, students still keep losing interest and engagement in class. The prevalence of numerous factors in the environment compete against students attention, and this pose a big challenge for educators to create an environment that will get students interested so they become more motivated to learn. This research aimed to provide practical and relevant solution to science teachers by utilizing available resources to develop self-driven students, tapping on their natural playful behavior to increase their motivation, promote classroom interaction, and improve student learning by using game elements in lesson planning such as gamified activities and assessments, optional tasks, game economies, and badges, as well as incorporate game strategies such as social engagement, autonomy, freedom to fail, rapid feedback, and scaffolded learning. All lessons for one grading period covering the topics about molecular chemistry were incorporated with game elements and strategies in both instruction and classroom management. Data coming from class record, classroom observation, student journals, situational motivational scale survey, and interviews were triangulated to establish validity of findings as well as to determine the elements of game designs that positively influenced motivation and learning. Results from this action research showed that a gamified learning system in chemistry class (1) caused high intrinsic motivation among participants through fun, challenging, and entertaining games (2) promoted positive attitude towards chemistry among participants by incorporating optional tasks that give them autonomy over their own learning, (3) improved class interaction through collaborative and competitive activities, (4) improved student learning through immediate feedback system, and collaborative nature of activities (5) caused high extrinsic motivation through point acquisition system and awarding of badges, (6) kept high level of engagement by involving participants in designing gamified learning system all through out the process, and (7) improved overall learning experience among participants through scaffolded, experiential, and reflective learning approaches.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 in.


Chemistry--Study and teaching; Simulation games in education

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