Vanie Y. Benben^1,, Mary Allein Antoenette C. Bug-os¹

There is an emergence of various modern strategies for teaching physics, but there have been few investigations into gamification strategies. Consequently, this study investigated the effects of a gamified formative assessment on students' academic achievement and motivation while learning physics. This study employed a one-group pretest-posttest pre-experimental design. All participants were given a pretest and posttest to determine their academic achievement in physics and Physics Motivation Questionnaire (PMQ-II) to determine their motivation to learn physics. Physics lessons were delivered online for an entire grading period, with gamified formative assessment in the form of a slide presentation via Quizizz. Descriptive and inferential statistics were used to analyze the academic achievement and motivation tests scores. The results revealed that academic achievement increased from pretest to posttest scores, but there was a "low-g" learning gain. The level of motivation also increased from pre-gamification to post-gamification, shifting from moderately high to high motivation. The results also revealed a significant difference in academic achievement and motivation after exposure to a gamified formative assessment. It was concluded that gamifying formative assessment effectively improved junior high school students' academic achievement and motivation in learning physics. It was recommended that physics instructors be encouraged to use gamification strategies when teaching physics lessons to cater to the learning needs of the younger generations migrating to an online environment.

gamification, self-determination, self-efficacy, intrinsic and extrinsic motivation, learning gain, Quizizz