<![CDATA[Purpose:This study aimed to address low student engagement and conceptual understanding of the hydrological cycle in fifth-grade science instruction caused by traditional static pedagogy, by evaluating the effectiveness of a gamified Spin-Wheel learning medium. Method:Utilizing a four-week quasi-experimental non-equivalent control group design, the study involved fifth-grade students ( experimental group; control group). Data were collected using the Hydrological Cycle Conceptual Assessment (HCCA) (CVI ; KR-20 ) and the Student Engagement in Science Scale (SESS). Data were analyzed using ANCOVA and -tests. Findings:ANCOVA results revealed a statistically significant increase in conceptual mastery within the experimental group compared to the control group, controlling for baseline knowledge. The Spin-Wheel medium proved highly effective and practical in reducing cognitive load while integrating real-time feedback. Student responses were overwhelmingly positive, evidenced by high behavioral, emotional, and cognitive engagement scores. Practical implications:The Spin-Wheel interface provides elementary educators with an actionable framework to transform abstract Earth science concepts into low-cost, highly interactive classroom activities without relying on expensive digital infrastructure. Originality/value:This study offers novel empirical evidence on leveraging accessible, low-threshold gamification mechanics to mitigate the "novelty effect" and foster sustained multi-dimensional student engagement in primary science education.]]>
