The Impact of Gamification-Based Digital Learning Tools on Enhancing Pakistani Students’ Interest and Motivation in Learning Evolutionary Concepts

Abstract

This study investigates the impact of gamification-based digital learning tools on students’ interest in learning evolutionary concepts and enhancing their motivation in Pakistani classrooms. A quantitative quasi-experimental approach with a nonequivalent control group design was employed. The study examined three variables: gamification-based digital learning tools, interest in learning evolutionary topics, and student characteristics. The population and sample comprised students of grade XI (Pre-Medical) from a private higher secondary school in Karachi, Pakistan. The findings revealed a significant improvement in learning interest among the experimental group compared to the control group. After receiving the intervention, the experimental group achieved a much higher average posttest score (88.15), while the control group only reached 65.20. This suggests that the gamified digital tools effectively enhanced students’ interest in learning evolution. Indicators of learning interest such as attention, relevance, self-confidence, and satisfaction also showed greater gains in the experimental group. The study highlights that integrating digital technology and gamification strategies can successfully address learning challenges in abstract topics like evolution, which are often considered difficult by Pakistani students. This research contributes meaningfully to the intersection of gamification theory, educational technology, and science education practices in Pakistan.