A Gamified Curriculum’s Effect on Physics Identity in Urban High School Students

Abstract

A positive physics identity is crucial for women and minorities who are underrepresented in the field of physics. Pedagogical methods that focus heavily on math rather than concepts present a deterrent to many students in physics courses. This research aimed to determine how a ‘gamified’ physics curriculum with immediate feedback affects students' perception of their ability to master physics as a discipline. Furthermore, the study aimed to investigate how an online algebra-based physics curriculum, which provides students with multiple levels of mastery in an interactive and responsive format, affects students' physics identity and academic achievement. Survey data were analyzed via ANOVA and/or discriminant analysis to determine shifts in participants’ attitudes about physics as the school year progressed. While the students’ self-assessed physics ability improved in the classroom, their assessment of their ability to do physics on a professional level decreased. This coincided with a decline in their interest in physics. In addition, the students did not prefer one content delivery method over another. These data suggest that even as students' perceived ability in physics increased, the improvement in ability was confined to their current class.