A STUDY ON THE ROLE OF GAMIFICATION IN ENHANCING STUDENT ENGAGEMENT AT SECONDARY LEVEL (10TH GRADE) STUDENTS UNDER NEP- 2020

Povzetek

Student engagement has increasingly been recognized as a decisive factor influencing academic performance at the secondary school level. This is particularly evident in Class 10, where students’ learning outcomes often shape their future academic pathways and career opportunities. At this crucial stage, maintaining consistent attention, interest, and participation becomes essential for ensuring meaningful learning experiences. However, traditional instructional methods sometimes struggle to address the diverse motivational needs of adolescent learners. In response to these challenges, gamification the strategic incorporation of game-like features such as points, badges, levels, leaderboards, missions, challenges, and reward systems into non-game educational environments has gained prominence as an innovative pedagogical approach. By integrating game mechanics into routine classroom activities, gamification seeks to foster enjoyment, enhance motivation, and create a more interactive and student-centered learning atmosphere. The present study explores how gamification contributes to elevating engagement levels among 10th-grade students within the educational landscape prior to and around 2020. To investigate this, a mixed-method research design was adopted, combining both quantitative and qualitative data. A quasi-experimental model was implemented, involving separate control and experimental groups. Data were collected through structured classroom observations, pre- and post-assessment tests, and standardized engagement surveys focusing on behavioural, emotional, and cognitive involvement. The results of the study demonstrate that the introduction of gamified teaching strategies led to a substantial rise in student engagement across all dimensions. Learners exposed to gamified lessons displayed higher participation, increased enthusiasm for classroom tasks, and greater perseverance in challenging activities. Their academic performance also reflected noticeable improvement when compared with peers receiving traditional instruction. Overall, the findings suggest that when gamification is thoughtfully aligned with curricular goals and implemented in a balanced manner, it can significantly enhance the quality of teaching and learning at the secondary level. The study further emphasizes that gamified learning has the potential to positively transform conventional classroom practices by making them more dynamic, motivating, and learner-responsive. The paper concludes with a discussion of existing limitations and offers suggestions for future research to deepen understanding of gamification’s long-term impact in secondary education