Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Jurnal Saintifik
OYEYIPO, Ademola Olakunle
Unknown Affiliation
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Automotive Engineering Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Transportation Veterinary Other

Published : 1 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 1 Documents
Search

 1 
THE ROLE OF GAMIFICATION IN ENHANCING CRITICAL THINKING SKILLS IN ONLINE SCIENCE EDUCATION AHMED, Adedolapo Abdulahi; OYEYIPO, Ademola Olakunle; YUNUS, Sulyman Ayinla; UMAR, Madiwu Abubakar
Jurnal Saintifik (Multi Science Journal) Vol 23 No 2 (2025): MEI
Publisher : Fakultas Pertanian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/js.v23i2.401

Abstract

This study examines the role of gamification in enhancing critical thinking skills in online science education, centring on the impact of specific game-based elements and learner cognitive behaviour. The research question examines which gamification features best enhance critical thinking and how motivation and prior knowledge influence possible outcomes. Using a quantitative research design with a survey method, a sample of 600 students was selected from three universities with 200 participants from each institution by a multi-stage sampling technique, initially identifying the science education departments and then selecting participants through simple random sampling of the 400-level students. A researcher-design instrument was used to collect data. Data were analysed using descriptive and inferential statistics, including regression analysis, to assess the relationship between gamification elements and critical thinking skills. Results revealed that gamification, particularly reflection tasks and progress-tracking, significantly aids critical thinking by promoting self-assessment and engagement. However, competitive elements like leaderboards proved less effective, indicating a need for balance in gamified educational learning designs. The study recommends structured reflection tasks and progress tracking for online learning. This suggests gamification's potential to enhance critical thinking when directed to varied learner profiles.
Co-Authors AHMED, Adedolapo Abdulahi UMAR, Madiwu Abubakar YUNUS, Sulyman Ayinla