Integrating Gamified Retrieval Practice and Online Collaborative Learning in Laser Physics
DOI:
https://doi.org/10.58524/oler.v6i3.1434Keywords:
Blended Learning, , Collaborative Online Learning, Engineering Education, Gamified Retrieval Practice, Student EngagementAbstract
Physics concepts can be difficult for first-year engineering students to connect with practical applications, highlighting the need for blended learning designs that combine conceptual reinforcement with collaborative inquiry. This study explored CBRL–LASERCON, a two-phase framework integrating offline crossword-based retrieval practice with online convention-based collaborative learning in laser physics. A mixed-methods, single-group pre–post design involved 110 first-year mechanical engineering students. Assessment scores were compared descriptively and inferentially, while student feedback and reflections were examined to characterize learning experiences. Post-intervention assessment scores were higher than earlier scores, with a statistically significant but modest difference. Students generally reported positive experiences, particularly regarding engagement and opportunities for critical thinking, communication, and collaboration. The findings suggest that sequencing gamified retrieval activities before online presentations, discussions, and peer questioning may provide a useful structure for active learning in engineering physics. However, the absence of a control group and the use of non-equivalent pre- and post-intervention assessments prevent causal attribution or firm conclusions about learning gains. Further controlled research using equivalent assessments and delayed follow-up measures is needed to evaluate learning outcomes and retention.
References
Adinda, D., & Mohib, N. (2020). Teaching and instructional design approaches to enhance students’ self-directed learning in blended learning environments. The Electronic Journal of e-Learning, 18(2), 162–174. https://doi.org/10.34190/EJEL.20.18.2.005
Ahshan, R. (2021). A framework of implementing strategies for active student engagement in remote/online teaching and learning during the COVID-19 pandemic. Education Sciences, 11(9), Article 483. https://doi.org/10.3390/educsci11090483
Angeioplastis, A., Aliprantis, J., Konstantakis, M., & Tsimpiris, A. (2025). Predicting student performance and enhancing learning outcomes: A data-driven approach using educational data mining techniques. Computers, 14(3), Article 83. https://doi.org/10.3390/computers14030083
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17, Article 2. https://doi.org/10.1186/s41239-019-0176-8
Bou Saad, R., Llorens Garcia, A., & Cabre Garcia, J. M. (2025). Mapping constructivist active learning for STEM: Toward sustainable education. Sustainability, 17(13), Article 6225. https://doi.org/10.3390/su17136225
Carpenter, C. (2020). Power in conservation. Routledge. https://doi.org/10.4324/9780429324659
Chand, P. (2023). Constructivism in education: Exploring the contributions of Piaget, Vygotsky, and Bruner. International Journal of Science and Research, 12(7), 274–278. https://doi.org/10.21275/SR23630021800
Chang, Y.-K., & Hung, T.-M. (2014). Response. Experimental Brain Research, 232(6), 2047–2048. https://doi.org/10.1007/s00221-014-3921-1
Chen, G. X., Qu, X. Q., Huang, L. P., Huang, L., Zhou, C., & Qiao, M. Y. (2022). Modeling-eliciting activities in an online engineering course for improving conceptual learning, professional skill, interaction. IEEE Access, 10, 87767–87777. https://doi.org/10.1109/ACCESS.2022.3199690
Cigdem, H., Ozturk, M., Karabacak, Y., Atik, N., Gürkan, S., & Aldemir, M. H. (2024). Unlocking student engagement and achievement: The impact of leaderboard gamification in online formative assessment for engineering education. Education and Information Technologies, 29(18), 24835–24860. https://doi.org/10.1007/s10639-024-12845-2
Coelho, F., Rando, B., Aparício, D., Pontífice-Sousa, P., Gonçalves, D., & Abreu, A. M. (2026). The impact of educational gamification on cognition, emotions, and motivation: A randomized controlled trial. Journal of Computers in Education, 13(2), 537–584. https://doi.org/10.1007/s40692-025-00366-x
Corral, D., & Carpenter, S. K. (2025). Effects of retrieval practice on retention and application of complex educational concepts. Learning and Instruction, 100, Article 102219. https://doi.org/10.1016/j.learninstruc.2025.102219
De Bruijn-Smolders, M., & Prinsen, F. R. (2024). Effective student engagement with blended learning: A systematic review. Heliyon, 10(23), Article e39439. https://doi.org/10.1016/j.heliyon.2024.e39439
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410–8415. https://doi.org/10.1073/pnas.1319030111
Gui, Y., Cai, Z., Yang, Y., Kong, L., Fan, X., & Tai, R. H. (2023). Effectiveness of digital educational game and game design in STEM learning: A meta-analytic review. International Journal of STEM Education, 10, Article 36. https://doi.org/10.1186/s40594-023-00424-9
Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64–74. https://doi.org/10.1119/1.18809
Hammert, W. B., Dankel, S. J., Kataoka, R., Yamada, Y., Kassiano, W., Song, J. S., & Loenneke, J. P. (2024). Methodological considerations when studying resistance-trained populations: Ideas for using control groups. Journal of Strength and Conditioning Research, 38(12), 2164–2171. https://doi.org/10.1519/JSC.0000000000004978
Hamzah, N., Zakaria, N., Ariffin, A., & Rubani, S. N. K. (2024). The effectiveness of collaborative learning in improving higher level thinking skills and reflective skills. Journal of Advanced Research in Applied Sciences and Engineering Technology, 42(1), 191–198. https://doi.org/10.37934/araset.42.1.191198
Haryati, T., Koma, I., Mersania Shintia, A., & Julmi, J. (2025). Application of statistical methods in determining learning evaluation values and scores. JISEI: Journal of Islamic Studies and Educational Innovation, 1(4), 480–487. https://doi.org/10.61094/jisei.v1i4.11
Hrastinski, S. (2019). What do we mean by blended learning? TechTrends, 63(5), 564–569. https://doi.org/10.1007/s11528-019-00375-5
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., Hampton, J., & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68(4), 1875–1901. https://doi.org/10.1007/s11423-020-09807-z
Hussain, S., Butorova, H., Zhang, H., Hossain, M. J., & Hussain, S. (2026). Student engagement in transnational engineering higher education: An evaluation of four active learning approaches. Frontiers in Education, 11, Article 1863267. https://doi.org/10.3389/feduc.2026.1863267
Irwanto, I. (2023). Improving preservice chemistry teachers’ critical thinking and science process skills using research-oriented collaborative inquiry learning. Journal of Technology and Science Education, 13(1), 23–35. https://doi.org/10.3926/jotse.1796
Kieu Oanh, P. T., & Hong Nhung, N. T. (2022). Constructivism learning theory: A paradigm for teaching and learning English in secondary education in Vietnam. International Journal of Scientific and Research Publications, 12(12), 93–98. https://doi.org/10.29322/IJSRP.12.12.2022.p13211
Larsen, D. P. (2018). Planning education for long-term retention: The cognitive science and implementation of retrieval practice. Seminars in Neurology, 38(4), 449–456. https://doi.org/10.1055/s-0038-1666983
Lu, K., Pang, F., & Shadiev, R. (2021). Understanding the mediating effect of learning approach between learning factors and higher order thinking skills in collaborative inquiry-based learning. Educational Technology Research and Development, 69(5), 2475–2492. https://doi.org/10.1007/s11423-021-10025-4
McDermott, K. B. (2021). Practicing retrieval facilitates learning. Annual Review of Psychology, 72, 609–633. https://doi.org/10.1146/annurev-psych-010419-051019
McQuade, R., Ventura-Medina, E., Wiggins, S., & Anderson, T. (2020). Examining self-managed problem-based learning interactions in engineering education. European Journal of Engineering Education, 45(2), 232–248. https://doi.org/10.1080/03043797.2019.1649366
Mishra, N. R. (2023). Constructivist approach to learning: An analysis of pedagogical models of social constructivist learning theory. Journal of Research and Development, 6(1), 22–29. https://doi.org/10.3126/jrdn.v6i01.55227
Moon, S.-H., Jeong, H., & Choi, M. J. (2024). Integrating mixed reality preparation into acute coronary syndrome simulation for nursing students: A single-group pretest-posttest study. BMC Nursing, 23, Article 468. https://doi.org/10.1186/s12912-024-02110-9
Müller, C., Mildenberger, T., & Steingruber, D. (2023). Learning effectiveness of a flexible learning study programme in a blended learning design: Why are some courses more effective than others? International Journal of Educational Technology in Higher Education, 20, Article 10. https://doi.org/10.1186/s41239-022-00379-x
Nauryzbayeva, G., Demessinova, A., Toxanbekova, A., Kembayeva, Z., & Sabitova, A. (2025). Teaching physics to future engineers: Approaches, challenges, and prospects. International Journal of Innovative Research and Scientific Studies, 8(5), 2263–2270. https://doi.org/10.53894/ijirss.v8i5.9446
Nelavai, N., & Ramesh, S. (2020). An insight into the challenges faced by first year engineering students: Poor foundational knowledge. Procedia Computer Science, 172, 823–830. https://doi.org/10.1016/j.procs.2020.05.118
Nungu, L., Mukama, E., & Nsabayezu, E. (2023). Online collaborative learning and cognitive presence in mathematics and science education: Case study of University of Rwanda, College of Education. Education and Information Technologies, 28(9), 10865–10884. https://doi.org/10.1007/s10639-023-11607-w
Priastuti, P., Sani, R. A., Derlina, D., & Pohan, A. F. (2020). Effect of collaborative inquiry on the understanding of the concept and ability of critical thinking. In Proceedings of the 5th Annual International Seminar on Transformative Education and Educational Leadership (AISTEEL 2020). Atlantis Press. https://doi.org/10.2991/assehr.k.201124.102
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
Reynders, G., Lantz, J., Ruder, S. M., Stanford, C. L., & Cole, R. S. (2020). Rubrics to assess critical thinking and information processing in undergraduate STEM courses. International Journal of STEM Education, 7, Article 9. https://doi.org/10.1186/s40594-020-00208-5
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77–112. https://doi.org/10.1007/s10648-019-09498-w
Sala, R., Maffei, A., Pirola, F., Enoksson, F., Ljubić, S., Skoki, A., Zammit, J. P., Bonello, A., Podržaj, P., Žužek, T., Priarone, P. C., Antonelli, D., & Pezzotta, G. (2024). Blended learning in the engineering field: A systematic literature review. Computer Applications in Engineering Education, 32(3), Article e22712. https://doi.org/10.1002/cae.22712
Sandrone, S., Scott, G., Anderson, W. J., & Musunuru, K. (2021). Active learning-based STEM education for in-person and online learning. Cell, 184(6), 1409–1414. https://doi.org/10.1016/j.cell.2021.01.045
Strielkowski, W., Grebennikova, V., Lisovskiy, A., Rakhimova, G., & Vasileva, T. (2025). AI-driven adaptive learning for sustainable educational transformation. Sustainable Development, 33(2), 1921–1947. https://doi.org/10.1002/sd.3221
Tejeswini, V., Chaitra, B., Renuka, I. V., & Ramya, P. (2024). Crossword puzzles—A fun educational tool to reinforce information. Acta Medica International, 11(2), 168–171. https://doi.org/10.4103/amit.amit_104_22
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., Grummer, J. A., Hennessey, K., Hsiao, J., Iranon, N., Jones, L., Jordt, H., Keller, M., Lacey, M. E., Littlefield, C. E., … Freeman, S. (2020). Active learning narrows achievement gaps for underrepresented students in undergraduate science, technology, engineering, and math. Proceedings of the National Academy of Sciences, 117(12), 6476–6483. https://doi.org/10.1073/pnas.1916903117
Torres, E. R., Williams, P. R., Kassahun-Yimer, W., & Gordy, X. Z. (2022). Crossword puzzles and knowledge retention. Journal of Effective Teaching in Higher Education, 5(1), 18–29. https://doi.org/10.36021/jethe.v5i1.244
Van den Beemt, A., Groothuijsen, S., Ozkan, L., & Hendrix, W. (2023). Remote labs in higher engineering education: Engaging students with active learning pedagogy. Journal of Computing in Higher Education, 35(2), 320–340. https://doi.org/10.1007/s12528-022-09331-4
Van Helden, G., Zandbergen, B. T. C., Specht, M. M., & Gill, E. K. A. (2023). Collaborative learning in engineering design education: A systematic literature review. IEEE Transactions on Education, 66(5), 509–521. https://doi.org/10.1109/TE.2023.3283609
Wang, L.-H., Chen, B., Hwang, G.-J., Guan, J.-Q., & Wang, Y.-Q. (2022). Effects of digital game-based STEM education on students’ learning achievement: A meta-analysis. International Journal of STEM Education, 9, Article 26. https://doi.org/10.1186/s40594-022-00344-0
Wiggins, B. L., Eddy, S. L., Grunspan, D. Z., & Crowe, A. J. (2017). The ICAP active learning framework predicts the learning gains observed in intensely active classroom experiences. AERA Open, 3(2). https://doi.org/10.1177/2332858417708567
Xu, B., Stephens, J. M., & Lee, K. (2024). Assessing student engagement in collaborative learning: Development and validation of new measure in China. The Asia-Pacific Education Researcher, 33(2), 395–405. https://doi.org/10.1007/s40299-023-00737-x
Zabolotna, K., Nøhr, L., Iwata, M., Spikol, D., Malmberg, J., & Järvenoja, H. (2025). How does collaborative task design shape collaborative knowledge construction and group-level regulation of learning? A study of secondary school students’ interactions in two varied tasks. International Journal of Computer-Supported Collaborative Learning, 20(2), 171–199. https://doi.org/10.1007/s11412-024-09442-3
Zhang, Y., & Tse, A. W. C. (2025). Impact of online collaborative problem-based learning on the engagement of year-one engineering undergraduates. In 2025 14th International Conference on Educational and Information Technology (ICEIT) (pp. 199–206). IEEE. https://doi.org/10.1109/ICEIT64364.2025.10976208
Zhao, D., Muntean, C. H., Chis, A. E., Rozinaj, G., & Muntean, G.-M. (2022). Game-based learning: Enhancing student experience, knowledge gain, and usability in higher education programming courses. IEEE Transactions on Education, 65(4), 502–513. https://doi.org/10.1109/TE.2021.3136914
Zhao, S., & Cao, C. (2023). Exploring relationship among self-regulated learning, self-efficacy and engagement in blended collaborative context. SAGE Open, 13(1). https://doi.org/10.1177/21582440231157240
Zumrawi, A. A., & Macfadyen, L. P. (2023). Proposed metrics for summarizing student evaluation of teaching data from balanced Likert scale surveys. Cogent Education, 10(2), Article 2254665. https://doi.org/10.1080/2331186X.2023.2254665
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nivedita Chaubal-Durve , Arti Hadap, Antomi Saregar, Vishal R Panse, Samsul Ma'arif, Khaerus Syahidi
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Online Learning in Educational Research agree to the following terms:
Copyright Retention: Authors retain the copyright of their work without any restrictions.
Publishing Rights: Authors retain the right to publish and distribute their work without any restrictions.
License Agreement: By publishing with Online Learning in Educational Research, authors agree that their work will be licensed under the Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA). This license allows others to share and adapt the work, provided that appropriate credit is given, any changes are indicated, and the new creations are licensed under the same terms.
