The Effectiveness of Gamified Collaborative Physics Learning on Concept Understanding and Student Engagement in Physics Learning

Abstract

Physics education at the high school level frequently faces challenges related to low student engagement and conceptual difficulties caused by abstract content and conventional instructional approaches. This study aims to evaluate the effectiveness of Gamified Collaborative Physics Learning on the conceptual understanding and student engagement of high school students. Utilizing a quasi-experimental method with a pretest-posttest control group design, the research involved two classes selected through cluster random sampling. The research instruments included a two-tier multiple-choice conceptual understanding test, a student engagement questionnaire (covering behavioral, emotional, and cognitive aspects), and a collaborative activity observation sheet. The results indicate that the experimental class achieved a significant improvement in conceptual understanding with an N-gain score of 0.74 (high category), substantially outperforming the control class which only reached 0.49 (medium category). Furthermore, the average student engagement score in the experimental class reached 4.25 (high category), demonstrating that the integration of gamification elements—such as points, badges, and leaderboards—effectively triggers active participation and reduces the "free rider" phenomenon in group work. The implications of this study emphasize that the synergy between gamification and collaborative learning is not merely an entertainment element but a robust pedagogical strategy for creating an interactive, challenging learning environment that strengthens students' in-depth knowledge construction in the digital era.