Leveraging Gamification to Foster Critical thinking and Problem-solving skills in Chemistry Education in High school
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Date
2026
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Publisher
SDU University
Abstract
This study examined the effectiveness of gamification in fostering critical thinking and problem-solving skills in high school chemistry education in Qazaqstan. Using a mixed-method design, 92 participants across three school settings were divided into experimental and control groups. Mann-Whittney U tests revealed statistically significant differences in post-test scores in favor of the experimental group across all contexts (p < 0.05; critical thinking skill: U = 475, p < 0.001; problem-solving skill: U = 221, p < 0.001). Thematic analysis of semi-structured interviews supports these findings, with participants reporting enhanced motivation and deeper cognitive engagement. The study concludes that gamification is an effective pedagogical strategy for developing critical thinking and problem-solving skills in high school chemistry education.
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Keywords
gamification, critical thinking skill, problem-solving skill, chemistry education, chemistry
Citation
Kamal G / Leveraging Gamification to Foster Critical thinking and Problem-solving skills in Chemistry Education in High school / SDU University / Department of Pedagogy of Natural Sciences