Development of ZooPedia Based on Gamification and Evaluation of Changes in Learning Outcomes of Animal Recognition in Elementary School Students
Keywords:
Learning assessment, Gamification, Learning media, Animal recognition, Elementary school
https://doi.org/10.56134/cje.v5i1.206
Abstract
Animal recognition lessons in elementary schools require learning resources that help students identify animals and understand the characteristics used to classify them. This study developed ZooPedia, a gamified learning application, and evaluated its functionality, content relevance, student perceptions, learning activities, and changes in test performance. The development followed the ADDIE framework, and the evaluation involved 16 sixth-grade students using a single-group pretest–posttest design. Data were collected through a 20-item test, three raters' assessments, student questionnaires, and observations across three learning sessions. All 14 reported functional testing scenarios produced the expected outputs. Mean test scores increased from 49.06 to 69.06, a difference of 20.00 points (95% CI: 10.42–29.58; p < 0.001). Scores increased for 13 students and decreased for three. Aiken's V coefficients ranged from 0.444 to 1.000, identifying instructional clarity and gamification mechanisms as improvement priorities. Mean observed learning activity did not increase across sessions. The study contributes empirical evidence by distinguishing changes in test performance from student perceptions and observed learning activities, highlighting the value of evaluating gamified media through multiple indicators. However, measurement limitations and the absence of a comparison group prevent causal attribution of the observed changes to ZooPedia.
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