Gamifying Science Education: New Research Maps Trends to Boost Student Engagement and Motivation

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FORMOSA NEWS - Philippines - Researchers at the Technological University of the Philippines have published a comprehensive bibliometric review in the Formosa Journal of Multidisciplinary Research (FJMR) (2026) that maps the evolution of gamification in science education. Led by Dandy V. Alcido, Romalyn L. Talla, and Joshua T. Soriano, the study analyzed a decade of Scopus-indexed research (2015–2025) to identify how teachers use points, badges, and challenges to inspire the next generation of scientists. The findings matter because they provide a strategic roadmap for educators to meet the United Nations' Sustainable Development Goal 4 (SDG 4)—ensuring inclusive and equitable quality education in an increasingly digital world.

The Evolution of the Playful Classroom

The global shift toward flexible and digital learning has accelerated the need for teaching methods that do more than just deliver facts; they must captivate student interest. Gamification—the deliberate use of game design elements like leaderboards and instant feedback in non-game contexts—has emerged as a powerful solution.

While digital tools became essential during the recent pandemic, the relevance of this research extends beyond emergency remote teaching. Educators are currently navigating a "crossroads" where traditional classrooms must evolve to sustain curiosity across diverse learning styles. By understanding the theoretical foundations and practical applications of gamified learning, policymakers can better support the transition to modern, interactive science instruction.

Mapping the Research: How the Study Was Conducted

The research team from the Technological University of the Philippines employed a quantitative bibliometric design to identify patterns in how gamification is studied and implemented. The authors systematically reviewed 15 peer-reviewed, open-access papers that met strict criteria: they had to be Scopus-indexed, written in English, and specifically focused on gamified practices within science disciplines.

Using tools like ResearchRabbit AI for discovery and Gemini AI for network visualization, the researchers categorized the studies based on:

• Instructional Mode: Whether the learning happened online, face-to-face, or in a blended format.
• Science Discipline: Specific areas such as biology, chemistry, physics, or general science.
• Educational Level: From primary schools to higher education.
• Theoretical Framework: The underlying philosophies, such as constructivism or pragmatism, that guide how these tools are used.

Key Findings: Where Games Meet Science

The review revealed that gamification is far more than a digital trend; it is deeply rooted in traditional classroom settings.

• Face-to-Face Dominance: Despite the rise of digital platforms, nearly half of the studies (46.67%) focused on face-to-face instruction. This suggests that teachers are successfully integrating physical competitions and reward systems into traditional classroom interactions.
• Subject-Specific Trends: Biology, chemistry, and general sciences were the most frequently gamified subjects, each appearing in 26.7% of the analyzed research. Biology applications were particularly concentrated in secondary education (75%), where complex processes like microscopic lab work are made more engaging through interactivity.
• The Physics Gap: Physics and space exploration were less represented in the research (13.3% and 6.7% respectively). The authors suggest this is because these subjects are mathematically demanding, making the design of gamified activities more challenging for educators.
• Philosophical Foundations: The study found that Pragmatism and Constructivism are the most prominent philosophies driving gamification. This indicates that researchers view gamification as a practical, problem-solving tool that emphasizes active, experiential learning.

Real-World Impact and Educational Implications

These findings have significant implications for the future of STEM education. By identifying that gamification is highly adaptable across online, blended, and in-person settings, the study empowers school districts to invest in these strategies regardless of their current technological infrastructure.

For industry and developers, the research highlights a "critical gap" in primary-level science gamification. There is a clear opportunity to create new tools that foster "science-positive" attitudes in early childhood, potentially increasing the number of students who pursue STEM careers later in life.

The authors emphasize that gamification is not just about fun; it is a pedagogical necessity. According to Dandy V. Alcido and the research team at the Technological University of the Philippines:

"Gamification is not just part of technological development and 21st-century learning adjustments but also a pedagogical method that prioritises student learning experiences, problem-solving, and meaningful acquisition of knowledge in science education".

Author Profile

Dandy V. Alcido is a researcher affiliated with the Technological University of the Philippines and the Department of Education. His expertise lies in multidisciplinary research, with a focus on integrating innovative instructional strategies and gamification into science teaching to enhance student motivation and learning outcomes.

Source: 

Title: Gamifying Science Education: A Bibliometric Review of Gamification Practices in Science Teaching and Learning 

Journal: Formosa Journal of Multidisciplinary Research (FJMR) 

Year: 2026 

Official URL: https://npaformosapublisher.org/index.php/fjmr 

DOI: https://doi.org/10.55927/fjmr.v5i1.665