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Gamification in Genetics: Effects of Gamified Instructional Materials on the STEM Students’ Intrinsic Motivation

Jurnal Pendidikan IPA Indonesia · Vol. 10 No. 4 (2021) · pp. 462–473

DOI
10.15294/jpii.v10i4.32143
ISSN
2089-4392, 2339-1286
Published
2021-12-29
Publisher
Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)
Language
eng

Abstract

Gamification in education offers an innovative way of learning. However, some studies claim that, while it helps raise students' motivation, the kind of motivation is extrinsic and, so, intrinsic motivation declines with time. The researchers used the descriptive research design to describe the STEM students’ intrinsic motivation along with the utilization of game elements in teaching genetics through a learning management system. The researchers collected quantitative data using the Intrinsic Motivation Inventory, which were analyzed through descriptive statistics and complemented with qualitative data from the students' journals and interviews. Overall, the students agreed (M = 5.38, SD = 1.20) that gamification, despite being characterized as extrinsically motivating, had intrinsically motivated them. Its proper implementation helps students adapt to and overcome unfavorable behaviors towards competitiveness and emphasizes the role of teachers in facilitating learning. Time constraints, peer pressure, and distractions were noted; hence, more research is needed to address these challenges and determine the long-term effects of gamification.

Keywords

Collaboration network of the authors

3 authors · 3 co-authorship links · 2 across different organisations

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  • De La Salle University
  • Sorsogon State University
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
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Co-authorOrganisationJoint articles

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://journal.unnes.ac.id/nju/index.php/jpii/oai, first harvested 29 Okt 2026, last seen 1 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en-US">Gamification in Genetics: Effects of Gamified Instructional Materials on the STEM Students’ Intrinsic Motivation</dc:title>
	<dc:creator>Funa, A. A.</dc:creator>
	<dc:creator>Gabay, R. A. E.</dc:creator>
	<dc:creator>Ricafort, J. D.</dc:creator>
	<dc:subject xml:lang="en-US">gamification, gamified learning, self-determination theory, intrinsic motivation, STEM education</dc:subject>
	<dc:description xml:lang="en-US">Gamification in education offers an innovative way of learning. However, some studies claim that, while it helps raise students' motivation, the kind of motivation is extrinsic and, so, intrinsic motivation declines with time. The researchers used the descriptive research design to describe the STEM students’ intrinsic motivation along with the utilization of game elements in teaching genetics through a learning management system. The researchers collected quantitative data using the Intrinsic Motivation Inventory, which were analyzed through descriptive statistics and complemented with qualitative data from the students' journals and interviews. Overall, the students agreed (M = 5.38, SD = 1.20) that gamification, despite being characterized as extrinsically motivating, had intrinsically motivated them. Its proper implementation helps students adapt to and overcome unfavorable behaviors towards competitiveness and emphasizes the role of teachers in facilitating learning. Time constraints, peer pressure, and distractions were noted; hence, more research is needed to address these challenges and determine the long-term effects of gamification.</dc:description>
	<dc:publisher xml:lang="en-US">Program Studi Pendidikan IPA Fakultas Matematika dan Ilmu Pengetahuan Alam (FMIPA)</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2021-12-29</dc:date>
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	<dc:source xml:lang="en-US">Jurnal Pendidikan IPA Indonesia; Vol 10, No 4 (2021): December 2021; 462-473</dc:source>
	<dc:source>2089-4392</dc:source>
	<dc:source>2339-1286</dc:source>
	<dc:source>10.15294/jpii.v10i4</dc:source>
	<dc:language>eng</dc:language>
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	<dc:rights xml:lang="en-US">Copyright (c) 2021 Jurnal Pendidikan IPA Indonesia</dc:rights>
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