EFFECTIVENESS OF GAMIFICATION ON ACADEMIC EMOTIONS AMONG SCHOOL STUDENTS – A MIXED METHOD STUDY

The present study investigates the effectiveness of gamification-based instructional design on academic emotions among secondary school students through a mixed-method research approach. Recognizing the pivotal role of academic emotions in influencing student motivation, engagement, and academic performance, the study integrates game elements—such as badges, leaderboards, and levels—into the science curriculum for Grade IX students. A total of 95 participants (Control = 52 and Experimental = 43) from two secondary schools were selected using purposive sampling and divided into control and experimental groups. Quantitative data were collected using a validated Academic Emotions Questionnaire, while qualitative insights were obtained through focus group discussions, journal entries, and semi-structured interviews. Statistical analysis revealed a significant improvement in the academic emotions of the experimental group following the gamified intervention. Thematic analysis of qualitative data further supported these findings, indicating enhanced emotional clarity, engagement, and motivation. The study concludes that gamification, when systematically integrated into instructional design, serves as an effective pedagogical tool for fostering positive academic emotions and improving the overall quality of the teaching-learning process.