Abstract
The effects of interactive computer games on children are well-documented. However, there remains a notable gap in the literature regarding the impact of interactive computer games specifically designed to foster patriotism among primary school students. This study investigated the impact of gamification in fostering patriotic behaviors among primary school students in social studies. The participants were selected using the stratified sampling method. A pretest-posttest control group experimental design was employed, involving 60 fourth-grade students and 20 teachers. Quantitative data were collected through the language-adapted version of the Patriotism Attitude Scale, while qualitative data were gathered using a teacher interview form developed by the researchers. The process of language adaptation and quantitative data analysis was carried out using statistical methods, including the independent t-test and confirmatory factor analysis. Additionally, qualitative data were examined through descriptive analysis. The experimental group participated in a gamified patriotism education program over four weeks. The Patriotism Attitude Scale was administered to the experimental and control group students at two points, four weeks apart. Results indicated a significant improvement (p < 0.05) in the patriotic attitudes of the experimental group, with no notable change in the control group. Gender was not found to influence patriotic attitudes significantly. Additionally, based on the findings of this study, gamification has proven to be an effective pedagogical approach for teaching patriotism in primary school settings. Additionally, the study indicates that gender does not have a significant impact on the effectiveness of new educational technologies.