Bridging STEM Disadvantage: 5E Gamification and Digital assessment

Introduction

Australia faces an epidemic towards student engagement, particularly towards secondary STEM subjects. This has attributed towards the lack of

Literature Review

There is a huge gap in Australian secondary education from schools with low socioeconomical areas when teaching Science, Technology, Engineering, and Mathematics (STEM). Students with disadvantaged backgrounds have especially seen poor participation rates in STEM and poor outcomes as adults as reviewed by Australian Government Department of Education (2024). Despite students in these contexts often share an expression of interest in STEM subjects at an early age, it significantly drops off (Australian Government Department of Industry, Science and Resources, 2024). This issue has also led to investigations to conclude that students in low-socioeconomical and disadvantaged backgrounds have a negative perception towards STEM, causing no aspirations towards STEM related careers (Australian Government Department of Education, 2017). Currently, the Australian curriculum supports inquiry-based learning, critical thinking, and the application of scientific knowledge in the real world (ACARA, 2025). This standard closely aligns with the 5E instructional model, which is recognised as an effective, inquiry-based learning pedagogical framework (Bybee et al., 2006). However, its application in combination with high engagement strategies like gamification and digital assessment tools in low-socioeconomic schools is unexplored, presenting an opportunity for pedagogical innovation that can assist with Australia's STEM crisis.

Aligning with the Australian Curriculum’s emphasis on inquiry, critical thinking, and real-world application, the 5E Instructional model offers a structured constructivist approach to teaching (Lesley University, n.d.). This approach explores the teaching methodology in five categories that are phrased as Engage, Explore, Explain, Elaborate, and Evaluate. This multi-tiered approach mirrors how students naturally learn, emphasising on building knowledge rather than memorise while building up the students’ understanding of learning. Because the 5E model highlights active learning, it is generally accepted to be effective when teaching STEM subjects for achieving student outcomes (Çetin & Şeker, 2022). Beyond instructional frameworks, gamification and digital assessment present complementary strategies that are formed to enhance and provide effective real time feedback. Gamification, using game design elements in non-game contexts as defined by Deterding, Dixon, Khaled, and Nacke (2011). It can be utilised within the 5e instructional model to increase learner engagement, motivation, and participation by providing stimulating content within the classroom such as unlocking bonus content, timed challenges, and implementing a reward system. This pedagogical approach can be used alongside digital assessment which involves the use of technology-based tools and platforms to evaluate, track, and provide feedback on student learning. Allowing teachers to quickly integrate adaptive questions and apply data driven insights to formative assessments and teaching strategies in real time (Redecker & Johannessen, 2013).

The 5E model is often framed as one of the best instructional models for implementing pedagogical practices within STEM curriculum, recognised globally, and endorsed by many countries. Empirical research indicates that the 5E model has been successfully implemented to increase STEM student outcomes. A recent meta-analysis by Polanin et al. (2024) proves that this model has improved science outcomes but warns that a large amount of diversity in students being taught could cause some gaps in shown effects of the 5E model. These findings are further supported by a 5-year study reporting that using 5E saw statistically significant gains in students’ conceptual understanding (García I Grau et al., 2021). Furthermore, controlled experiments performed by Chau, Hoang, and Ha (2023) found that students taught with a 5E STEM curriculum consistently outperformed peers in conventional classes on achievement. Collectively, current literature suggests that 5E’s constructivist, inquiry driven methodology tends to improve learning in science, although it is susceptible to student demographics that are diverse. Despite its shown effectiveness there is limited research on the impact of the 5e model specifically targeted in low-socioeconomic Australian schools, where resources are limited and students have lower baseline engagement (Wang & Fredricks, 2014) often constraining pedagogical innovation.

Research has pointed to links regarding the impacts of low socioeconomic status (SES) in STEM participation and motivation in Australia. Students that have a high SES are more likely to select and peruse STEM related subjects (Panizzon et al., 2018). Even when considering the many factors of schools, SES remains a strong indicator in students partaking in STEM. Disadvantaged schools often lack sufficient science facilities, qualified teachers, and support staff, while poverty related issues have contributed to higher dropout rates. Moreover, schools with a low SES often offer few elective courses for STEM, narrowing pathways towards tertiary education. Standard Australian curriculum tends to be metro or Surburban focused making it more likely for rural or minority communities to gather disinterest unless the content is made locally relevant (Fraser et al., 2021). There is debate among research over strategies to remedy this situation, Fraser et al. (2021) argues that improving class teaching strategies will have minimal effect and implies that community interventions are needed while Tan, Gao, Hong, and Song (2023) highlights the lack of differentiation within common pedagogical approaches. Research overall shows that socioeconomic disadvantage itself has been a major barrier in STEM participation and motivation and there is agreement that students with low SES tend to not engage in STEM, but debate continues about how best to address this issue.

One possible pedagogical approach, gamification, was specifically designed to boost engagement with the use of game like elements (Kalogiannakis et al., 2021). The use of game like elements in the classroom has been found to effectively raise students’ motivation and participation (Mursalin, Fonna, Saputra, Ali, & Setiawan, 2024). Studies taken in Australia also show positive outcomes for instance, Harrington and Mellors (2021) observed that tertiary courses incorporating gamified features saw higher student engagement, participation and retention. Similarly, another study found that use of simulations and bonus content when teaching STEM related subjects have been shown to increase retention among lower performing students (Salomone & Kling, 2017). However, effects on achievement are mixed and several limitations are noted. Some students report that competitive game elements are demotivating (Fowler et al., 2023). Critical analysis of gamification has cautioned that poorly designed classes could take away from learning and trivialise understanding. While gamification has been successful in increasing motivation, it is often used alongside digital assessment (Redecker & Johannessen, 2013). Being able to combine gamified activities with real time assessment enables the teacher to identify knowledge gaps and differentiate learning for students. Maier, U., & Klotz, C. (2022) have also noted that students are shown to be much more receptive and positive to real time feedback during assessment which increases motivation and student outcomes.

Overall, there is critical gaps within Australian education regarding low SES schools. Although current pedagogical practices like the 5E model have been shown to be extremely effective in teaching STEM, it does not address the underlying issue that continues to lead low SES students to avoid and disengage from STEM related classes and activities. Australia is especially concerned with low socio-economic schools' outcomes and students being underperforming and underrepresented in STEM fields. Future research should investigate the impact of embedding gamified strategies and digital assessment alongside the 5E model in low SES schools, with attention to inclusivity, device accessibility, and alignment to Australian Curriculum standards. Collecting data using both quantitative achievement measures and qualitative student engagement data could offer a deeper insight into fixing this underlying issue.

Through the critical evaluation of literature and empirical evidence, on the 5E Instructional Model, gamification, and digital assessment tools within STEM education on disadvantaged schools. While both the 5E model and gamification individually enhance engagement and learning outcomes, there is a significant gap in studies integrating these approaches for disadvantaged Australian students. Addressing this gap offers insight on the effectiveness in embedding gamification strategies and digital assessment tools into the 5E Instruction Model to teach and assess low-socioeconomical schools in STEM.

Assessment Requirements

The assessment required students to:

• Provide an introduction that contextualises the problem of student disengagement in secondary STEM education in Australia.

• Conduct a literature review examining:

  • The impact of low socio-economic status (SES) on STEM participation.

  • Current Australian curriculum standards and their alignment with the 5E instructional model.

  • Evidence of the effectiveness of the 5E model in STEM teaching.

  • The role of gamification and digital assessment in enhancing engagement and outcomes.

• Critically analyse the gaps in research, especially in disadvantaged Australian schools.

• Conclude with recommendations for future research and pedagogical innovation integrating 5E, gamification, and digital assessment.

Key pointers to be addressed included:

1. Student disengagement in STEM subjects in low SES schools.

2. Literature on the 5E instructional model.

3. Relevance of gamification and digital assessment in STEM teaching.

4. Evidence-based insights and limitations in current practices.

5. Recommendations for addressing the STEM disadvantage in Australia.

Step-by-Step Approach by the Academic Mentor

The academic mentor guided the student through a systematic process, ensuring each section of the assessment was addressed effectively:

1. Understanding the Requirements

   • The mentor first broke down the assessment instructions, highlighting that the task was primarily a literature review with a focus on critical analysis.

   • They clarified that the work should not only describe existing research but also evaluate gaps and propose future directions.

2. Developing the Introduction

   • The mentor suggested starting with a broad overview of the STEM engagement crisis in Australia, then narrowing down to the issue of low SES schools.

   • They guided the student to frame this as both a national concern and a research opportunity.

3. Structuring the Literature Review

   • The mentor divided the review into logical sub-sections:

     • STEM disadvantage in low SES schools.

     • The Australian curriculum and 5E instructional model.

     • Effectiveness of the 5E model.

     • Gamification and digital assessment strategies.

     • Integration challenges and gaps.

   • This structure helped the student present a coherent, flow-based argument.

4. Selecting and Integrating Sources

   • The mentor encouraged the student to use credible academic and government sources, citing reports from the Australian Department of Education and empirical studies.

   • They explained how to weave sources into the narrative, moving beyond summary to critical commentary (e.g., comparing Polanin et al., 2024 with García I Grau et al., 2021).

5. Critical Analysis

   • The mentor reminded the student not to stop at describing the 5E model’s success, but to analyse why it may not be as effective in disadvantaged schools.

   • Similarly, gamification was discussed not only for its benefits but also its limitations and risks.

6. Conclusion and Future Directions

   • The mentor guided the student to synthesise the review by highlighting the research gap:

     • While the 5E model and gamification work well individually, there is little research on their combined use in low SES Australian schools.

   • The conclusion emphasised the need for future studies integrating these pedagogical tools with inclusivity, accessibility, and curriculum alignment in mind.

Final Outcome and Learning Objectives Achieved

The outcome was a well-structured critical literature review that:

• Addressed the issue of STEM disengagement in low SES schools.

• Explained the relevance of the 5E instructional model within the Australian curriculum.

• Analysed the potential of gamification and digital assessment to improve outcomes.

• Identified gaps in research and recommended future directions.

Learning objectives covered included

• Demonstrating academic writing skills through a structured review.

• Applying critical thinking by evaluating strengths and limitations of existing research.

• Using evidence-based sources effectively to support arguments.

• Proposing future research directions based on identified gaps.

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