Gamification of Interaction of Energy and Economic Incentive in Household Environment as a Holiday Assignment of the 7th Standard Students

Abstract

Science teaching does not always involve big Lab set up and high-tech apparatuses, 
however teaching learning process of science could be innovative-in approach by using simple 
low-cost experimental models. This study identifies gamification as a self-directed literacy model 
to establish stimulatory tasks thereby achieve enhanced learning and application-based 
adaptability of the learnt skill-set. Model for gamification comprised of five-step process: ―understanding the target student population and relevant context of topic to be taught‖, ―defining learning objectives‖, ―structuring the experience‖, ―identifying the resources‖, and ―applying gamification elements‖. Target student population in this study was middle school, 
7th standard students and gamification task was auditing and reducing electricity bill. Students 
were explained about the section of the electricity bill comprehensively. Learning objectives 
were to identify how to lower the electricity bill by identifying areas of reduction of the bill. 
Students were asked to structure their learning by understanding the house environment and 
modifications that can aid in reducing the electricity charge. The resources suggested were 
taking off any gadgets that remain in the socket, insulating the windows and minimizing opening 
of doors, keeping temperature of air conditioning at a regular level. Students learnt the 
gamification elements of reducing the energy loss and conservation as the primary endpoint of 
this teaching/learning model. Students also learnt selection of key areas of improvement as an 
economic incentive and lastly, they integrated the concept of energy and economic incentive in 
their household environment.