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Vol.14, No.3, August 2025. ISSN: 2217-8309 eISSN: 2217-8333
TEM Journal
TECHNOLOGY, EDUCATION, MANAGEMENT, INFORMATICS Association for Information Communication Technology Education and Science |
Revealing the Weaknesses of Applying Gamification in Science Learning and Overcoming It: A Systematic Review
Joni Rokhmat, G Gunawan, AA Sukarso, Rindu Rahmatiah, Huraiza Mahmudah, Prelia Dwi Amanah
© 2025 Joni Rokhmat, published by UIKTEN. This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 License. (CC BY-NC-ND 4.0)
Citation Information: TEM Journal. Volume 14, Issue 3, Pages 2462-2471, ISSN 2217-8309, DOI: 10.18421/TEM143-50, August 2025.
Received: 14 December 2024. Revised: 18 June 2025.
Abstract:
This research aims to analyze the weaknesses of implementing gamification in science learning and how to overcome them. The application itself aims to foster engagement, motivation, and learning outcomes. In science education, however, there are also challenges and disadvantages associated with gamification. Some weaknesses of this gamification are boredom, loss of self-belief, strain, annoyance, distraction, and reluctance. Moreover, games are frequently one-and-performed, which means that when a learner has finished the game, there may be a different incentive to revisit the material. To conquer these weaknesses, it is crucial to understand the relationship among gamification concepts, gaming elements, and learning results. It is also essential to lay out gamification in an adaptive manner to the beginners' desires and possibilities. Additionally, gamification must be designed to promote preferred behaviors closer to learning outcomes. In the end, gamification has to be applied enticingly and thrillingly to students and contains game mechanics that apply to the situation matter.
Keywords – Gamification weaknesses, overcoming gamification weaknesses, science learning. |
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