Concept maps as an assessment tool in a gamified pedagogical approach to physics teaching

Abstract

This research explores the use of concept maps as an assessment tool within a pedagogical framework that integrates the Theory of Meaningful Learning and gamification for teaching Energy and Electrostatics. The initiative aimed to enhance student engagement and motivation, with a focus on promoting long-term learning. The study adopts a qualitative approach, analyzing concept maps produced throughout the pedagogical intervention to identify signs of meaningful learning by examining their structure, hierarchy, and conceptual connections. The results suggest that the three pillars of gamification (Mechanics, Dynamics, and Aesthetics) contributed to the enhancement of the students’ concept maps and their conceptual development, in particular the gamify element (feedback).

Keywords:
Concept maps; gamification; Theory of Meaningful Learning (TML)