The Impact of Gamification Using ClassDojo on STEM Learners’ Motivation and Learning in Health Optimizing Physical Education

Purpose: This study examined the impact of gamification through ClassDojo on the motivation and academic performance of STEM learners in Health Optimizing Physical Education (HOPE) 3 at Tanza National Comprehensive High School. It specifically focused on changes in intrinsic motivation, identified regulation, and amotivation, as well as academic performance improvements post-intervention.

Design/Methodology/Approach: A quasi-experimental one-group pretestposttest design was employed, with sixty STEM learners participating in an eightweek gamified PE program. Motivation was assessed using the Perceived Locus of Causality (PLOC) scale, measuring intrinsic motivation, identified regulation, introjected regulation, external regulation, and amotivation. Academic performance was evaluated through pre- and post-assessments in HOPE 3. ClassDojo was used to integrate gamified elements, such as point-based rewards for participation, teamwork, and performance.

Findings: Significant improvements were observed in intrinsic motivation and identified regulation, indicating a shift toward more self-determined motivation. A notable decrease in amotivation was recorded, suggesting that gamification effectively addressed disengagement. Academic performance improved significantly, with the mean pretest score rising from 16.90 to 30.88, indicating enhanced knowledge retention and consistent learning outcomes.

Research Limitations/Implications: The study was limited to a single group of STEM learners, which may affect the generalizability of the findings. Future research should explore the long-term effects of gamification on motivation and academic performance across diverse educational contexts.

Originality/Value: This study contributes to the literature on gamification in education, particularly in physical education, demonstrating how ClassDojo can enhance motivation and academic performance.