Gamification as a Self-Direct Approach to Attain Instruction Concepts in Indian School System

Science teaching does not always involve big lab set-up and high-tech appa-ratuses, 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 achieving enhanced learning and application-based adaptability of the learnt skill-set. Model for gamification comprised of a 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 Indian school system could be middle and high school students. Students can learn the gamification elements of activity to have ease in attaining the understanding of teaching model as the primary endpoint of this design. Gamification as a Self-Direct to


Introduction
Science teachers often come across the challenges in clarifying key scientific concepts as applied science due to various limitations for example larger class strength, cumbersome practical models due to involvement of chemicals, apparatuses, individualized attention in the actual classroom settings. Thus, educators often land up becoming reluctant to carry activities in classroom that could yield in conceptualization of the key scientific phenomenon and their applicability in day-to-day activities.
Tools and models that can help students attain better outcomes by designing interventions to engage students in real-time activities could help fill such gaps  [1]. Such interventions take the form of small changes in context that might have larger outcomes.
In addition, the effects of gamification can often be complemented with interventions that are longer lasting and longer-term adherence to a task at hand. In this review on methodology design, we focus on one such set of interventions collectively known as gamification [2].
Gamification [3] in simple definition is creating communities around a game that involves an intellectual work that is performed as a simple task explaining the concepts as an outcome of the simple task figuratively. It is a self-directed literacy model [4] to establish stimulatory tasks thereby achieve enhanced learning and application-based adaptability of the learnt skill-set could be the goal of this research design. With this gamification model, primary endpoints would establish self-directed learning of scientific key concepts, their application, and lastly understanding of the selectivity of scientific concepts by impending real-time needs.

Methodological Implications and Potential Paradigms
Research design to study the outcomes of gamification should be structured as a two-time point longitudinal evaluation of activity measures, one as the baseline assessment, and a subsequent one post implementation of the research activity paradigm. Model for gamification [5] comprises 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".
One such example for using gamification as a tool could be to conduct a self-learning task at the household set-up. 7th or 8th standard students could be included as a study cohort through the learning process of the gamification task of a scientific concept that is taught as a classroom learning module. The application of five-step process of gamification model for this assignment is as follows: 1) Understanding the target student population and relevant context of topic to be taught: students could be taught about the concepts of energy loss, enthalpy and Gibbs energy [6] as a pre-assignment education module. 2) Defining learning objectives: students would be informed to read and understand the monthly electricity bill that they receive as their household amenity. Students in this process can identify modes/usage of electrical energy in their household as a self-directed observation that they could relate to their electricity bill as the second step of the gamification process during their off-time. They will be able to effectively read and understand the electricity bill that they receive for their household electrical supply using a flow-chart design ( Figure 1).
Structuring of the experience of the students could yield key results. Some of the patterns for the loss of energy that the students might be able to identify as windows and door that remained open and unattended (their learning process of

Discussion
A progressive school system is made up of progressive teachers/educators who develop students progressive by mind-set with wholesome intelligence, thus getting optimally prepared for independence executing tasks in a progressive society. There are difficulties that the science and mathematics teachers face in addressing the coursework and simultaneously facilitate the students to hypothesize the topics by application [7] [8]. One of the better skill-sets of a progressive and informed teacher is being a lifelong learner, who could facilitate a child learn by doing, by discovering and not just by listening to a presentation of factual knowledge. It is only in this active and creative process leading to discovery that the pupil finds engagement; and their concentration becomes spontaneous; ultimately providing satisfactory gains to the teachers.
The philosophy and mechanics of "learning by doing" using gamification concepts and initiative at the school system in India would support the students to gain academic growth in Indian school environment that is much needed to translate the applicability of academic expectancies. To the best available information, at our school, BBPS Noida, we have initiated this novel concept; and encouraged students to bring the scientific concepts in application by motivating the students to toy with practical ideas, filling in execution gaps, and emerging with innovations that matter. These original works of scientific art present the  scientific excellence that may well develop in our classrooms and motivate students to implement their visions.
We as teachers through our teachings possess the responsibility of kindling in our students the scientific bent of mind, scientific curiosity and logical approach which, is essential for handling day to day situations in a mature way ( Figure 2).
It is our responsibility to integrate the students with information; and make compatible groups which work together, come up with marketable innovations ready for acceptance by the society, thus creating a foundation for them to become entrepreneurs, scientists in their community in Indian working class platform where startups are mushrooming and welcomed; and scientific instructions are emerging with notice to the western world.