Why Classroom Engagement Is a Growing Concern
Student engagement at the junior high school level plays a decisive role in motivation, comprehension, and long-term learning success. This stage marks a critical transition, both academically and emotionally, as students move from guided learning toward greater independence. Yet many Indonesian classrooms still rely on conventional methods that emphasize listening and note-taking, leaving little room for interaction or initiative.
National and international education debates increasingly highlight the need for learning models that support autonomy, collaboration, and critical thinking. Gamification has gained attention for its ability to motivate learners, but evidence shows that game elements alone are not enough. When competition outweighs collaboration, engagement gains can fade. The study from MAN 2 Pasaman Barat addresses this challenge by examining how gamification works when it is intentionally designed around social collaboration.
How the Research Was Conducted
The research used a mixed-methods sequential explanatory design, allowing classroom realities to shape the quantitative analysis.
· Qualitative phase: Six informants, including teachers and students in Grades VII and VIII, took part in interviews and classroom observations. This stage identified patterns of low engagement under conventional teaching and explored how students responded to gamified collaborative activities.
· Quantitative phase: A survey was distributed to 72 junior high school students using a validated engagement questionnaire covering cognitive, affective, and behavioral dimensions.
· Analysis: The researchers applied thematic analysis to interview data and statistical tests, including paired t-tests and regression analysis, to measure changes in engagement before and after the intervention.
This design ensured that statistical findings were grounded in real classroom experiences.
Key Findings: Engagement Improves Across All Dimensions
The results show clear and consistent improvements after gamified sociocollaborative learning was introduced.
Before the intervention Students showed low to moderate engagement:
· Cognitive engagement mean: 2.81
· Affective engagement mean: 2.74
· Behavioral engagement mean: 2.69
Classrooms were described as passive, with students waiting for instructions and rarely initiating discussion.
After the intervention All three engagement dimensions increased significantly:
· Cognitive engagement rose to 3.85
· Affective engagement increased to 3.68
· Behavioral engagement climbed to 3.74
Statistical tests confirmed that these changes were significant across the board.
Motivation and collaboration showed the strongest gains
· Motivation scores increased by 0.84 points, driven by challenges, points, and badges.
· Collaboration and peer interaction improved by more than 1 point, as students worked together on group missions and shared goals.
Cognitive engagement benefited most Regression analysis showed that 62 percent of the variation in cognitive engagement could be explained by the combination of gamification elements and collaborative activities. Challenges paired with immediate feedback encouraged students to think more deeply, revise answers, and discuss strategies with peers.Why Gamification Works Better With Collaboration
The study highlights an important insight: gamification is most effective when it supports social interaction rather than individual competition alone. Group missions and shared rewards encouraged students to help one another, debate ideas, and take collective responsibility for success.
Students reported that learning felt more like a shared challenge than an individual task. Teachers observed higher levels of discussion, sustained attention, and consistent participation from the start to the end of lessons.
As Suardi of MAN 2 Pasaman Barat explains, integrating game mechanics with teamwork fulfills students’ basic psychological needs for competence, autonomy, and social connection. This balance helps maintain motivation beyond the initial novelty of gamification.
Implications for Schools and Education Policy
The findings offer practical guidance for educators and policymakers:
- For teachers: Gamified activities should be designed around group challenges and meaningful feedback, not just points and rankings.
- For schools: Collaborative gamification can transform classroom dynamics without expensive technology, making it suitable for diverse school contexts.
- For policymakers: Professional development programs should train teachers to design balanced gamification that supports collaboration and autonomy.
- For future-ready education: The model aligns with 21st-century learning goals by fostering critical thinking, communication, and teamwork.
The research also notes challenges, including the risk of novelty effects and uneven group participation. Addressing these requires thoughtful design, rotating roles, and ongoing teacher facilitation.
Author Profile
Suardi, M.Pd.
Educator and education researcher MAN 2 Pasaman Barat, Indonesia
Field of expertise: classroom engagement, gamified learning, and
sociocollaborative pedagogy at the junior high school level.
Source
Journal Article Title: Redefining Classroom Engagement through Gamified Sociocollaborative Learning for Future Ready Education
Journal: Asian Journal of Applied Education
Publication Year: 2026
DOI: https://doi.org/10.55927/ajae.v5i1.15848
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