Volume/Issue :

Article type :

Case study

Page No :

82-96

Abstract :

Gamification with the use of ICT and with the support of the teacher represents an intense, effective, and creative way of learning. By using it in lessons, it is possible to develop collaborative learning, activate student's prior knowledge and contribute to a better understanding and permanence of knowledge. Cooperative learning gives students the opportunity to explore the learning content more deeply during class and evolve critical thinking, while at the same time having a positive effect on the class climate and the building of close mutual relationships. With both didactic approaches it is possible to create new opportunities for learning, e.g., when the students themselves come up with new problems out of the discussed topic. The aim of the article is to examine how students accept the use of didactic method of gamification in the form of online applications Quizlet live and Socrative space race. In the centre of attention is the impact which gamification and the use of online applications have on students' motivation to learn, and how they simultaneously with collaborative learning contribute to better students’ results, understanding, and permanence of knowledge. Hypotheses on positive impact of gamification and collaborative learning on students' motivation for learning, understanding and students' academic achievements were confirmed by the research.

Keywords :

gamification, collaborative learning, Quizlet live, Socrative space race

References :

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Cite as :

Rudolf, E. (2022). With gamification to collaborative learning in chemistry lessons. Gamtamokslinis ugdymas / Natural Science Education, 19(2), 82-96. https://doi.org/10.48127/gu-nse/22.19.82