Effect of Gamification on Students’ Motivation and Learning Outcomes in Secondary School Physics in Ondo State

This study investigated the effect of gamification on the motivation and learning outcomes of senior secondary students in Physics in Ondo State, Nigeria. Gamification, the application of game design elements to non-game educational contexts, has been theorised to address the chronic motivation deficit observed in Physics classrooms, yet empirical studies on its effects in Nigerian secondary settings are limited. A quasi-experimental pretest-posttest control group design was used. Six intact SS2 Physics classes from six schools in Akure South and Ondo West Local Government Areas were assigned to gamified instruction using badge systems, point scoring, and competitive learning modules, or to conventional instruction, over 10 weeks. A Physics Motivation Scale and a Physics Achievement Test were both validated with reliability indices above 0.82. Analysis of Covariance was used. Results showed significantly higher motivation and achievement scores in the gamified group, with the largest performance gains observed in electromagnetism and wave motion topics. Students with lower initial motivation showed disproportionately large improvements under gamified conditions. No significant gender moderation was observed. The study contributes empirical evidence on gamification to the Nigerian Physics education literature and recommends systematic adoption of gamified Physics resources by the state Ministry of Education, alongside teacher training in game-based pedagogy. Keywords: gamification, Physics learning, student motivation, secondary education, Ondo State.