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Irunokhai, E. A., P. N. Meduna, J. O. Adigun, C. A. Jeje, and S. A. Wealth. "Gamification as Catalyst for Enhanced Learning Outcomes in Upper Basic Education in Ilorin Metropolis, Kwara State, Nigeria." Journal of Applied Sciences and Environmental Management 28, no. 11 (2024): 3619–24. https://doi.org/10.4314/jasem.v28i11.15.
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Gamification is adding game mechanics into non-game environments, such as a website, online community, learning management system or even business intranet to increase participation. Consequently, the objective of this paper is to evaluate the impact of gamification as a catalyst for enhanced learning outcomes in upper basic education in Ilorin Metropolis, Kwara State, Nigeria using various standard and appropriate techniques. The study revealed that gender does not influence the teachers’ perception about gamification’s effectiveness as an instructional strategy, male and female teachers had relatively similar challenges in implementing gamification, the challenges faced by teachers in implementing gamification teaching strategy in order of severity include lack of appropriate technology, curriculum alignment issues, insufficient training and professional development, time constraints and it was discovered that gamification contributes significantly to students’ academic improvement as gamification increases student engagement and participation in class.
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Lee, Sungha. "Design of Gamification Teaching and Learning Model to Improve Concept Learning and Evaluation of Student Satisfaction in this Class." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 14 (2023): 657–67. http://dx.doi.org/10.22251/jlcci.2023.23.14.657.
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Objectives The purpose of this study were to design a gamification teaching-learning model to improve concept learning classes. And to compare and evaluate the satisfaction of students who took a gamification class according to this model and the gamification method and the lecture method. Methods The gamification teaching-learning model was designed by analyzing the contents of 34 academic papers and the syllabus of the research subject. The data for analysis are 74 cases that responded to all 6 questions of the student satisfaction survey. Differences in student satisfaction were analyzed by the paired sample method. Student satisfaction factors included class satisfaction factors that considered positive changes in class preparation, class operation method, knowledge, skills, and attitude. The evaluation factors for the reasons for class satisfaction were learning motivation, learning recall, and learning flow, and were analyzed by the matched sampling method for each item. Results The gamification instructional model was designed as learning activities of In-Class, Out-Class, and In-Class. The gamified class was conducted according to the designed instructional model. Student satisfaction with the gamification method was higher than the lecture method in learning motivation, learning memory, and learning flow. Conclusions The gamification teaching and learning model was appropriately designed. According to the designed teaching-learning model, the gamification method applied to class was more positive than the lecture method in terms of improving learning motivation, promoting thinking ability, and arousing interest in learning. This study provides researchers who are contemplating the educational effects of classroom instruction with an opportunity to explore instructional strategy tips and gamification instructional materials.
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John, Bindu, and Rintu Thomas. "Gamification as an innovative tool in classroom teaching: Does it enhance learning outcomes and student participation in nursing?" Journal of Education Technology in Health Sciences 10, no. 3 (2024): 57–63. http://dx.doi.org/10.18231/j.jeths.2023.014.
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Gamification has been introduced in the nursing curriculum as one of the newest and most innovative teaching methods by blending the games with the concepts. In this method, they are applying the game elements in a non-game environment. Evidence cited in the empirical research shows that it increases students' class engagement, motivation, problem-solving ability, and competencies to a large extent. However, not many research studies have been conducted exploring the impact of gamification on the teaching and learning of nursing subjects. 1) Identify the application of gamification as an innovative teaching-learning strategy in nursing curriculum 2) Explore the student satisfaction, motivation, and class engagement while using gamification as a learning method 3) Impact of gamification on the academic performance of nursing students.A literature search was conducted using online databases available in Google Scholar, PubMed, Medline, Science Direct, and ProQuest. The studies included were descriptive surveys, systematic reviews, quasi-experimental, and mixed research methods. The key search concepts explored were ‘Gamification and nursing education’, ‘gamified as a learning tool in nursing education’, ‘gamification and academic outcomes of nursing students', and 'gamification as a teaching strategy in nursing education'. The available evidence from the research studies indicates positive results in using gamification can be a used as a learning strategy and shows that it can bring about increased class engagement, clarification and understanding of difficult concepts, and improve interaction and communication in nursing courses. However, challenges remain in terms of lack of clarity on the competencies to be examined the learning outcomes and the efficacy of its application in the professional field, and the underlying costs. Gamification can be introduced as an innovative technology in the teaching-learning process. Further studies are required to provide more evidence in its application to various nursing courses and the learning outcomes to be examined.
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Lopes, Walter, Philipy Augusto, Inácia Fernandes, and Charles Madeira. "Proposal for a gamification strategy applied to remote learning." Journal on Interactive Systems 15, no. 1 (2024): 92–103. http://dx.doi.org/10.5753/jis.2024.2700.
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With the rapid and drastic evolution of the COVID-19 pandemic at the end of 2019, interventions in the social interaction of the world population were necessary. Despite the distance from socializing, people’s routines needed to remain normal as far as possible, and this includes student learning. Thus, the solution for educational institutions was to migrate activities to the remote teaching format as an emergency. As expected, some obstacles were encountered, and others were accentuated and requiring strategies to help mitigate such problems. Several studies point to demotivation as one of the main elements that affect students in terms of low academic performance and, consequently, culminating in low learning achievement, high failure rates, and dropout rates. The objective of this study is to propose, for Emergency Remote Teaching (ERT) activities, a simple gamification strategy aimed at student engagement. An exploratory literature review was carried out to identify potentially key points that could be adopted, which could influence student motivation. Based on this, the primary motivational activators for the gamification strategy were listed in Framework Octalysis. As a way of validating the technique, two not mandatory classes were taught in a remote format containing the same course content (Introductory to the Internet of Things (IoT)), differentiating between the control group (without interventions) and the group with the application of the proposed strategy of gamification. The expected result was the perception of greater engagement in the class with the application of the gamification strategy against the control class, but it was not achieved as expected. The research found that students had low participation and engagement in both traditional and gamified classes, even after intervention. This could be due to factors such as course duration, lack of collaboration, and teacher involvement. Both classes had the same completion and dropout rate (2 completions and 13 dropouts). As future works, the authors suggest interviewing students to understand the causes of demotivation and using Design Thinking, plan to investigate the root causes of low participation and develop actions for the ”Ownership and Possession” motivational activator, apply improvements to larger classes, introduce a student/monitor role, and compare gamification in regular and non-mandatory classes.
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Vasbieva, Dinara G., and Olga A. Kalugina. "Gamification integration into multilingual classrooms." XLinguae 17, no. 2 (2024): 178–89. http://dx.doi.org/10.18355/xl.2024.17.02.12.
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This paper discusses today's multilingual classrooms, which are developing under the conditions of digitalization by promoting gamification or incorporating game elements and mechanics into non-game contexts. The purpose of the study is to substantiate and evaluate the impact of gamification on students' motivation, engagement, and enjoyment with the help of action research, and gamification is compared to the game-based learning method. The instruments applied were tests, interviews, and class observations. The gamification of learning is an educational approach that seeks to motivate students for the benefit and purpose of the foreign language class. When applied correctly, gamification can bring new and complex elements to the foreign language learning environment, which created quite favorable overall students' perception of the class. The findings indicate that the action research validates the effectiveness of gamification as a strategy for engaging, motivating and entertaining students in the university classroom setting.
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Santiago, Paulo Vitor da Silva, José Rogério Santana, and Maria José Costa Dos Santos. "Strategy for Teaching Numerical Expressions through the Wordwall Platform for EJA Students." Journal of Instructional Mathematics 4, no. 2 (2023): 67–76. http://dx.doi.org/10.37640/jim.v4i2.1778.
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This work is a pedagogical practice with students of Youth and Adult Education of a public school in Brazil with insertion of the basic operations of mathematics and numerical expressions. The objective of this research was to analyze the contributions of Gamification in meaningful learning based on the Theory of Didactic Situations with the contents of basic operations and numerical expressions with EJA high school students. The methodology at work is the qualitative approach with descriptive-exploratory objectives, applied to twenty-three EJA students, is composed of dynamic parts that occur simultaneously, following the stages of concept, structuring, application, development, resolution and conclusion of each student from the Didactic Contract and Didactic Transposition inserted in the concept of arithmetic and numerical expressions. Results show that gamification plays an important role in teaching mathematics learning inserted in the EJA high school class, which can be demonstrated at the time of the calculations described in the proposed activity. Finally, it is observed that the study carried out with Gamification and the students' discourse had a positive impact on the learning of all students, especially with regard to basic operations and numerical expressions.
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Putri, Anindia, Nur Qalbi, and Awalia Azis. "Integrating Gamification Strategy to Stimulate Students' Interest and Motivation on English Lesson at SMP Negeri 26 Makassar." Journal of Computer Interaction in Education 5, no. 2 (2022): 103–18. http://dx.doi.org/10.56983/jcie.v5i2.518.
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The goal of this research is to clearly identify more about the problem of the gamification learning approach by using teaching materials based on gamification achievement in face-to-face learning and how Android applications used as a way of mobile learning to overcome these problems. This study aims to examine the application of gamification to stimulate students' interest and motivation in the concept of mobile learning by using a learning resource named Lima Sahabat for learning among seventh graders of junior high school. A Quasi-experimental study design was used (non-equivalent control group Pre-Test and Post-Test designs). The population in this study were all the seventh grade students (224 students) and the samples were class VII.2 (31 students) and VII.3 (31 students). The result for interest there was an increase of 1,9 points for the control class (72,74 – 70,84), while in the experimental class there was an increase of 14,52 points (78,23 – 63,71) and the result of motivation there was an increase of 1,03 points for the control class, while in the experimental class there was an increase of 18,87 points. The significance value of 0.000 for the learning interest variable and 0.001 for the learning motivation variable is less than 0.05 (5%), the null hypothesis (Ho) was rejected and the alternative hypothesis (H1) was accepted. By accepting the alternative hypothesis (H1), it can be concluded that gamification effects the interest and learning motivation of class VII students at SMP Negeri 26 Makassar in English Lesson.
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Gaurina, Marija, Anna Alajbeg, and Ivana Weber. "The Power of Play: Investigating the Effects of Gamification on Motivation and Engagement in Physics Classroom." Education Sciences 15, no. 1 (2025): 104. https://doi.org/10.3390/educsci15010104.
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The aim of this study was to investigate and analyze how first-grade high school students experience a positive classroom environment (excitement, competition, connectedness, satisfaction, and aspiration) by applying gamification as a teaching strategy in physics classes. An experimental study was conducted within the teaching topic of conservation of momentum and energy, in which N = 69 students in three classes took part. In the experimental group, one class with n = 23 students engaged in physics lessons, using gamification as a teaching strategy. In contrast, the control group comprised two classes with n = 46 students. The My Class Inventory questionnaire was used for this study. The study’s results revealed statistically significant differences in the perception of the student learning experience between the control and experimental groups. The experimental group rated the student learning experience significantly better than the control group. Gamification as a strategy contributes positively to the student learning experience, fostering collaboration among students when tackling challenging problems. It is essential to highlight that even if we do not entirely depart from traditional teaching methods, simply changing our strategy can lead to significant improvements. In our case, gamification can create a more engaging student learning experience, making students more motivated and involved. Consequently, this shift could result in a better understanding and mastery of physics concepts.
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Liu, Bin, and Junqing Wang. "Demon or angel: an exploration of gamification in management." Nankai Business Review International 11, no. 3 (2019): 317–43. http://dx.doi.org/10.1108/nbri-02-2018-0013.
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Purpose Previously coined as the application of gaming principles in non-gaming scenarios, gamification is an emerging managerial tactic, but it lacks a rigorous theorization in the management discipline. Based on introductive research on related domains, this study aims to link up gamification and training and directly explored its effectiveness and efficacy, thus providing certain implications for practitioners. Specifically, this paper conceptualizes the gamification as a crystallization of routines as it continuously strengthens the new ways to award and punish with predetermined goals while initiated from past experiences. As such, the study confirms that gamification demotivates the participants and lowers their performances. Overall, the study is important as it investigates the significance of gamification and offers a new perspective to disentangle the debates over the effect of experience on learning. Design/methodology/approach The study used one base experiment conducted in two random-chosen paired classes, followed by another confirmative experiment. By introducing the gamification system into one experiment class while controlling the other, the authors sent out two waves of surveys while merging with the objective grades to investigate the effects of gamification on both motivation and performance. Findings The results have confirmed that gamification could engender the detrimental effects on both motivation and performance, though the authors did not find support for a mediating effect of motivation on the relationship between gamification and performance. Research limitations/implications Because of resource limitation, the study used business students’ academic performance as a proxy for the performance effect. Although the results help reveal a basic cause-effect relationship, we still need further experiments based on real business units and/or on larger samples. Practical implications The findings indicate that gamification counter-intuitively demotivates participants and directly leads to poorer performances. This reminds practitioners of a cautious adoption of gamification in their management system. Originality/value To the best of authors’ knowledge, this study is among the first to link the trendy concept of gamification with both managerial and academic studies on related fronts.
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Huesca, Gilberto, Gabriela Campos, Mónica Larre, and Claudia Pérez-Lezama. "Implementation of a Mixed Strategy of Gamification and Flipped Learning in Undergraduate Basic Programming Courses." Education Sciences 13, no. 5 (2023): 474. http://dx.doi.org/10.3390/educsci13050474.
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The post-pandemic stage has accelerated the search for innovative ways that impact the teaching–learning process. Flipped learning and gamification have been used as active learning strategies to increase motivation and student learning gains. Both strategies have shown positive results when applied alone and when compared to traditional modalities. In this work, we present a quantitative study that was applied to 414 students throughout a complete course of basic programming, divided into four groups: (1) group that applied flipped learning using videos, (2) group that applied outside-class gamification, (3) group that applied both strategies, and (4) control group. A pretest–posttest process, with 96 true or false questions test, was applied to the groups to find out the normalized learning achievements of the students. A statistical analysis found that the students in groups 1 and 2 performed significantly better (+9%) than the students in the control group. In addition, the students of group 3 had a lower performance than the students of groups 1 and 2 (−10%). Our results confirm that active learning in a flipped classroom and the use of gamification can be useful and strategic tools for advancing the new way of educating in the post-pandemic period.
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Mustikasari, Lindawati, and Pujianto Yugopuspito. "The Effect of Gamification Implementation on Collaboration Skills, Engagement, and Learning Achievement of Students in Class X SMA XYZ." Eduvest - Journal of Universal Studies 4, no. 10 (2024): 9286–97. http://dx.doi.org/10.59188/eduvest.v4i10.1781.
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This study explores the impact of gamification on students' collaboration skills, engagement, and learning achievement in the context of 21st-century education. Utilizing an experimental method, the research was conducted to observe the effects of implementing gamification, particularly through the Quizizz application, in classroom learning. The findings revealed that students in the experimental group, who experienced gamified learning, showed significant improvement in collaboration skills, engagement, and academic achievement compared to the control group. The application of gamification provided an interactive and engaging learning environment that promoted active participation and collaboration among students. The use of gamification as a learning strategy not only enhances students' soft skills but also contributes positively to their overall academic performance. These results suggest that gamification is an effective tool in modern educational settings, providing valuable insights for educators and policymakers to enhance learning outcomes.
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Prasetyo, Anggoro Eko, Ilmiawan Mubin, Ahmad Anshori, and Rukmini Rukmini. "IMPLEMENTING GAMIFICATION WITH THE PEACEGEN APPLICATION TO ENHANCE STUDENT ENGAGEMENT AND MOTIVATION IN CLASS VII A AT SMPN 1 LABUAPI, WEST LOMBOK: AN ACTION RESEARCH STUDY." PKn Progresif : Jurnal Pemikiran dan Penelitian Kewarganegaraan 18, no. 2 (2023): 140. https://doi.org/10.20961/pknp.v18i2.85645.
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<p align="center"><strong><em>Abstract </em></strong></p><p><em>"This classroom action research (CAR) aims to implement gamification strategy using PeaceGen application to enhance the students' learning activity and motivation in 7th grade class A at SMPN 1 Labuapi, West Lombok. The study was conducted for two cycles, involving 30 students as research subjects. The data on students' learning activity and motivation were collected through classroom observation, field notes, and interviews. The results indicate that the implementation of gamification strategy using PeaceGen application can improve the students' learning activity and motivation. In the second cycle, the students' learning activity and motivation significantly increased compared to the previous cycle. Therefore, gamification strategy with PeaceGen application can be an effective alternative method to enhance the students' learning activity and motivation in 7th grade class A at SMPN 1 Labuapi, West Lombok."</em></p><p><strong><em>Keywords</em></strong>:<em> gamification, PeaceGen, student engagement, student motivation, action research</em></p><p align="center"><strong>Abstrak</strong></p><p>Penelitian tindakan kelas (PTK) ini bertujuan untuk menerapkan strategi gamifikasi dengan menggunakan aplikasi PeaceGen untuk meningkatkan keaktifan dan motivasi belajar siswa di kelas VII A SMPN 1 Labuapi, Lombok Barat. Penelitian ini dilakukan selama dua siklus dengan melibatkan 30 siswa sebagai subjek penelitian. Data keaktifan dan motivasi belajar siswa dikumpulkan menggunakan observasi kelas, catatan lapangan, dan wawancara. Hasil penelitian menunjukkan bahwa penerapan strategi gamifikasi menggunakan aplikasi PeaceGen dapat meningkatkan keaktifan dan motivasi belajar siswa. Pada siklus kedua, keaktifan dan motivasi belajar siswa meningkat secara signifikan dibandingkan dengan siklus sebelumnya. Oleh karena itu, strategi gamifikasi dengan aplikasi PeaceGen dapat menjadi alternatif metode yang efektif untuk meningkatkan keaktifan dan motivasi belajar siswa di kelas VII A SMPN 1 Labuapi, Lombok Barat.</p><p><strong>Kata Kunci</strong> gamification, PeaceGen, student engagement, student motivation, action research</p>
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Palaniappan, Kavitha, and Norah Md Noor. "Gamification Strategy to Support Self-Directed Learning in an Online Learning Environment." International Journal of Emerging Technologies in Learning (iJET) 17, no. 03 (2022): 104–16. http://dx.doi.org/10.3991/ijet.v17i03.27489.
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This research measures the effect of gamification on learners’ academic performance, investigate their self-directed learning level within an online gamification learning environment and identify the relationship between learners self-directed learning level and their gamification learning experience. Pre-experimental research (single group) was carried out for a duration of 5 weeks among a group of 29 undergraduate year 2 learners from a non-major computer science course undertaking basic programming language subject. The learners SDL and knowledge on the subject was measured with a questionnaire and assessment test before and after the gamification learning intervention. A gamification experience questionnaire was used to evaluate their gamification learning experience after the intervention. The learning environment was infused with gamification in the form of competition to earn points, leaderboard ranks and python programmer badge. The learner’s academic performance has significantly improved (p=0.000 < 0.05) after the gamification injection. Leaners self-directed learning level also increased and there is a significant difference before (M=3.59) and after (M=4.22) the gamification strategy (p=0.000 < 0.05) imposed. Self-management, motivation and self-monitoring were all at high level with significance before and after (p=0.000 < 0.05) the gamified learning activities. Overall, the gamification strategy used in the online learning environment shows a positive influence to support learner’s self-directed learning.
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Guerrero-Quiñonez, Anghelo Josué, Olga Quiñónez Guagua, and Rosa Graciela Barrera-Proaño. "Gamified flipped classroom as a pedagogical strategy in higher education: From a systematic vision." Ibero-American Journal of Education & Society Research 3, no. 1 (2023): 238–43. http://dx.doi.org/10.56183/iberoeds.v3i1.622.
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The gamified flipped classroom is a pedagogical strategy that combines the principles of the flipped classroom model with gamification elements to improve the learning experience in higher education. From a systematic vision, this strategy is based on careful planning and the integration of different components to achieve a motivating and effective learning environment. First of all, the flipped classroom model implies that students acquire basic concepts outside of the classroom, through resources such as videos, readings or interactive materials. Then, in the classroom, time is spent applying those concepts through hands-on activities, discussion, and collaboration. This investment of class time allows students to work more actively and deeply with the contents, favoring the understanding and application of knowledge. On the other hand, gamification refers to the application of game elements and principles in the educational context. This includes the use of challenges, rewards, competitions, and immediate feedback to motivate students and encourage their engagement in learning. Gamification also promotes active participation, collaboration, and problem solving, which improves knowledge retention and the learning experience. By combining the flipped classroom with gamification, a dynamic and stimulating learning environment is created in higher education. Students have the opportunity to explore concepts on their own, before class, allowing them to arrive prepared and ready to more actively participate in classroom activities. In addition, gamification adds a playful and competitive element that motivates students to push themselves and improve themselves. From a systematic view, the gamified flipped classroom requires careful content planning, the appropriate selection of digital tools, and the design of challenging and meaningful activities. It also involves continuous assessment to measure student progress and adjust strategies accordingly.
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Su, Chung Ho, and Ken T. K. Chen. "An Empirical Study on the Implementation and Evaluation of Gamifying Learning Motivated Achievement Model." Applied Mechanics and Materials 764-765 (May 2015): 822–26. http://dx.doi.org/10.4028/www.scientific.net/amm.764-765.822.
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Researchers of game-based learning have often suggested that learner’s motivation beliefs about learning achievement would likely affect their use of game-based learning strategies and ultimate success in learning. However, research which has empirically documented the link between gamification, motivation, and cognitive load is scant. Therefore, the aim of this article attempts to explore how gamification, motivation, cognitive load will affect learning achievement, and their use of Gamification Software Engineering Education Learning System (GSEELS) are related. This research involved empirical study, comprised of four sets of questionnaires concerning gamification, motivation; cognitive load and learning achievement. Tow intact class of 107 college students participated in the study. The structural equation modeling (SEM) analysis was conducted through descriptive statistics, measurement model evaluation and structured model evaluation in order to indicate the direction and relationship between the four sets of variables. The research result shows that 5 out of 6 hypotheses are supported and merely 1 hypothesis is false. Well-design GSEELS will affect student learning motivation and achievement. To conclude, this study may be important in explaining the relationship between gamification, motivation, cognitive load, as well as in suggestions for teaching and learning four aspects with a better understanding of how teacher’ beliefs about SE education related to their strategy use.
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Wang, Yuhan. "The Effect of Gamification Teaching Strategies Based on Multimodal Theory on the Learning Engagement of 3-6-Year-Old Children." Lecture Notes in Education Psychology and Public Media 86, no. 1 (2025): 60–65. https://doi.org/10.54254/2753-7048/2025.22813.
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With the continuous development of the education system, early childhood education as a basic stage is highly valued for its teaching quality and methods. Based on multimodal theory, this study designed a set of gamification teaching strategies to explore their impact on the learning engagement of children aged 3-6 years. This study adopts the case study method, focuses on the difference between multi-modal strategy and single-modal strategy, and conducts investigation and data analysis on 130 children in the class of multi-modal gamified teaching strategy. Moreover, interviews are used to collect data from 8 parents and 4 preschool teachers, to explore how multimodal gamification strategies affect the classroom teaching effect in kindergarten, as well as the cognitive development and learning interest of children. The results showed that the gamification teaching strategy significantly increased children's interest in learning, engagement and cognitive focus, and the findings provide theoretical support and practical guidance for early childhood education.
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Ramadhani, Abd Wafir, and Liana Rochmatul Wachidah. "Metode Gamifikasi untuk Pembelajaran Menulis Cerpen Siswa Kelas XI SMK Islam Darussalam." MARDIBASA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia 4, no. 2 (2025): 87–95. https://doi.org/10.21274/jpbsi.2024.4.2.87-95.
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This article analyzes the application of gamification methods that are used as an effort to improve the short story writing skills of class XI students of SMK Islam Darussalam. Gamification is a learning method that involves game elements such as leaderboards, points, challenges, and prizes in learning, which are proven to be able to create interesting and interactive learning. This study uses a qualitative method with a case study approach. This approach is used because it allows researchers to gain a deep understanding of the phenomenon being studied in a real context. This study shows that the gamification method can improve students' writing skills, because its application can create active and enjoyable learning. The thing that must be considered in implementing this method is the right strategy, because with the right strategy gamification has the potential to create dynamic and student-centered learning, thus helping students improve their skills, especially short story writing skills.
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Rosyidah, Umniyah Juman, Ekaning Dewanti Laksmi, and Mirjam Anugerahwati. "Gamification in Duolingo App on Improving English Listening Proficiency of Junior High School Students." ENGLISH FRANCA : Academic Journal of English Language and Education 7, no. 1 (2023): 119. http://dx.doi.org/10.29240/ef.v7i1.5377.
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Gamification is considered as a strategy to involve students in solving problems related to learning English, rather than playing games. Duolingo, an application that uses gamification, is suitable for junior high school students as a formal classroom setting in English learning. This study aimed at investigating whether the use of gamification in Duolingo App can improve the listening proficiency of junior high school students in English. This research uses quasi-experimental design with quantitative approach. The data is collected using test and observation and analyzed using SPSS 26 App. The results show that the sig. (2 tailed) indicated is 0.002 meaning that there is difference between post-test of experiment class and control class. It is concluded that gamification in Duolingo app affects English listening proficiency of junior high school students. Hence, Duolingo App has the potential to serve as a valuable tool for educators to enhance their students' listening skills. Additionally, gamification can form the foundation for the development of technological learning resources. However, this study has some limitations, and further research involving different educational levels, media, and longer experiment duration is necessary to obtain detailed and reliable results that can be applied to the broader population.
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Bustamante, Sheryl, Abigail Simbulan, and Yosef Eric Hipolito. "MatHusaya: Effect of Physical Gamification Strategy on Grade 3 Learners’ Academic Performance in Mathematics Fraction Sense." Southeast Asian Journal of Agriculture and Allied Sciences 3, no. 1 (2024): 30–38. https://doi.org/10.63943/sajaas.vol3iss1art22pp30-38.
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This study aimed to determine the effectiveness of the MATHUSAYA: Physical Gamification Strategy in enhancing the academic performance in mathematical fraction sense among Grade 3 learners. “MATHUSAYA,” derived from “Mathematics Masaya,” means “happiness in Mathematics." The research employed a quasi-experimental method as the research method to effectively balance practical considerations with the need for rigor in educational settings. The researchers also used this design in order for them to include more conclusive results by means of having two different groups. With 58 learners, the implementation of this strategy covered a period of four weeks. The Grade 3 Sampaguita class was exposed to the MATHUSAYA: Physical Gamification Strategy, while the Grade 3 Zinnia class continued with the traditional instructional method. To assess the performance of the students who participated in the study, the researchers utilized a pre-test and post-test designed specifically for this study, along with weekly assessments validated by a master teacher. A paired T-test analysis was conducted to compare the significant differences between the pre-test and post-test scores of the control and experimental groups. The findings indicated that the academic performance in the mathematics fraction sense of the experimental group who experienced the strategy, improved significantly from "Fair" to "Excellent”. The results of the pre-test and post-test analyses revealed that the MATHUSAYA: Physical Gamification Strategy is an effective method for enhancing the academic performance of Grade 3 learners in the mathematical fraction sense compared to traditional methods.
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Ajlouni, Aseel, Fatima Abd-Alkareem Wahba, Hiba Naccache, Asmaa AlOmary, and Amal Ibrahim. "The Impact of Gamification-Assisted Instruction on the Acquisition of Scientific Concepts and Attitudes Towards Science Class Among Elementary School Students." European Journal of Educational Research 14, no. 2 (2025): 485–500. https://doi.org/10.12973/eu-jer.14.2.485.
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This study addresses global concerns surrounding elementary students' science performance following the COVID-19, as a result of international tests such as Trends in International Mathematics and Science Study (TIMSS) highlight the ongoing challenges that urge the exploration of innovative educational approaches to improve science learning. This research employed gamification-assisted instruction and explored its impact on enhancing the understanding of science concepts and attitudes toward science class among fourth graders. The study adopted a quasi-experimental design and included an experimental group (ExG) that was taught using a gamification strategy and a control group (CoG) that was taught using a traditional method with a sample of 38 female elementary students from a public school in Jordan. Data were gathered using valid and reliable tools: the developed scientific concepts test and the Attitude Towards Science class measures. The ANCOVA analysis revealed that gamification significantly improves the acquisition of scientific concepts (η2=.208) and boosts a positive attitude toward science classes among elementary students (η2=.626). These findings encourage decision-makers to incorporate gamification into science teaching practices and methods.
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Tengku Wook, Tengku Siti Meriam, Intan Yusrina Zairon, Masura Rahmat, Hadi Affendy Dahlan, and Syahanim Mohd Salleh. "GAMIFICATION STRATEGY OF ACTIVE LEARNING IN MENTORING AMONG MILINEAL STUDENTS." Asia-Pacific Journal of Information Technology and Multimedia 10, no. 01 (2021): 141–55. http://dx.doi.org/10.17576/apjitm-2021-1001-12.
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Active learning allows students to control their learning style by relating it to their actual experiences. This learning model can increase student motivation and engagement in an interactive environment. However, mentoring has not been actively implemented even though mentoring is one of the important agendas for the next 20 years and in line with education 4.0, which encourages students towards active learning. The study's findings found that the gamification approach is an effective method to increase the level of involvement and motivation of students in active learning. However, gamification becomes less effective when in-depth learning is carried out, and the learning process cannot provide satisfaction to students with high levels of confidence. This group only participates for fun but does not want to socialize with other students because the core of gamification is competitive-oriented. Therefore, the objective of this study is to produce a mentoring-style gamification strategy that has collaborative and social mechanics in a soft skill learning environment to increase the participation level of less sociable students. The hypothesis of this study is to introduce learning as a more motivating experience for all levels, not just outstanding students. Student involvement in the play experience can be translated into an educational context to facilitate learning while influencing personality and behavior, including communication skills, problem-solving, self-motivation, decision-making, and time management. The methodology of this study is through exploratory research, namely, observation, activity development, and effectiveness testing to relate students' experiences in authentic learning situations. The result from this study is a mentoring-style gamification strategy that is a guide for mentors to carry out active learning mentoring activities that involve soft skills with students.
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Tombucon, Andie Lawrence S. "Use of the Holistic Gamified Learning Framework in implementing gamification through Edmodo for St. Dominic College of Asia." SDCA Journal of Information Technology 5 (May 31, 2021): 5–11. https://doi.org/10.5281/zenodo.8185390.
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This paper explores the implementation of Gamification through the Holistic Gamified Learning Framework and its possibilities and repercussions of using gamification both in traditional method and via online platform based on review of several literatures. To do this, the proponent compared three possible frameworks to find out what framework is more suitable to be used in an implementation of a gamification strategy. It was found out that through Edmodo as a platform for gamification awards, this Holistic Gamified Learning Framework would be better to implement to the school for specific cases that will empower the student within their classes regardless of their program. The researcher found out that there should be needs for the implementation for the earlier generation teacher where gamification would be better explained and taught to them. This study could potentially serve as a model for instructors who want to include gamification into their own courses. Other organizations and schools can adapt gamification as a process of teaching and motivating their students at the same time.
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De Oliveira, Alex Martins. "Gamification as a Concrete Strategy for Teaching in a Vocational Education Setting." International Journal for Innovation Education and Research 6, no. 6 (2018): 76–86. http://dx.doi.org/10.31686/ijier.vol6.iss6.1061.
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This Gamification has emerged in the latest years as an alternative support and assistance for the process of learning. Our goal with this experience was to bring the concepts related to the concepts of gamification and game-based learning to provide motivation for students in basic computer learning. Through an exploratory research and the qualitative approach using the cartographic research method, we developed a specific workshop for students enrolled in a technical background course. The main results found in this study confirm the research carried out by Schlemmer [10], in which design-cognition concepts are used in teaching, in a context of configuration of Hybrid and Multimodal Living Spaces, from the perspective of Gamification.
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Pegalajar-Palomino, Maria del Carmen, and Estefanía Martínez-Valdivia. "ICT mediated gamification in education degrees: A commitment to sustainability." Journal of Technology and Science Education 14, no. 3 (2024): 815. http://dx.doi.org/10.3926/jotse.2624.
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This research explores the perception of university students of Degrees in Education towards gamification mediated by Information and Communication Technologies (ICT) as an innovative teaching strategy, aligned with the principles of educational quality of the UN Agenda 2030. A quantitative, descriptive, cross-sectional and inferential research has been carried out, based on the survey technique. The research was carried out using the population of students in the first year of the Degrees in Early Childhood, Primary and Social Education at the University of Jaén during the 2022-23 academic year (n=521). A questionnaire was used as a research tool. The data collected were analyzed using the SPSS programme, carrying out descriptive statistical analysis, comparison of means and regression analysis. The results reflect a positive receptiveness on the part of the students towards ICT-supported gamification, considering it fun and dynamic. This strategy is widely known by students, which favors its implementation in the university environment. Specifically, quiz games and classroom management games stand out as the best-known ICT-supported gamification strategies. However, students of the Degree in Primary Education show greater knowledge compared to those of Pre-school Education; likewise, those who plan to use gamification in their future professional practice express more favourable evaluations. Gamification is considered an active and innovative methodology being a key element for quality improvement in Higher Education.
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Dicheva, Darina, Keith Irwin, and Christo Dichev. "Exploring Learners Experience of Gamified Practicing: For Learning or for Fun?" International Journal of Serious Games 6, no. 3 (2019): 5–21. http://dx.doi.org/10.17083/ijsg.v6i3.299.
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Gamification in education primarily aims at increasing learners’ motivation to engage in given learning activities and thereby promote desired learning behaviors. Despite its potential and the increasing number of gamified systems their success is still limited due to the fact that gamifying learning is a challenging process. Part of the challenge stems from an insufficient understanding of the motivational mechanisms of gamification on learners’ experience and from the insufficient attention to factors contributing to gameful experiences and promoting sustainable engagement. In addition, there is limited empirical evidence on motivational influences driving students to participate in gamified learning activities. Another factor slowing down the progress of successfully gamified applications is the scarcity of tools that would enable instructors to design and implement gamified activities as part of their instructional strategy. In an attempt to address these challenges, the present paper examines the difficulties inherent in the gamification of educational activities and how the OneUp gamification platform can support instructors in overcoming them with the mechanisms it provides for affording gameful experiences and sustainable engagement. To add to the understanding of the motivational influences towards gamified learning activities, the paper presents a preliminary study of student motivation to use OneUp for out-of-class practicing in a gamified Data Structures course. The outcomes of this study are based on data collected through a focus group, survey data, and system logs.
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Subirats, Laia, Tuula Nousiainen, Apoorwa Hooda, et al. "Gamification Based on User Types: When and Where It Is Worth Applying." Applied Sciences 13, no. 4 (2023): 2269. http://dx.doi.org/10.3390/app13042269.
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Students’ motivation is one of the most relevant factors when improving the quality of the learning process. In this context, gamification is a powerful tool for increasing motivation at all levels of teaching. Since gamification methodologies can be applied in many different ways, personalizing gamified activities as a function of gamification user types is a promising strategy. Knowing the user types is also an advantage to understand the nature of learners in the class. In this article, we present the findings from several pilot exercises, where we identified gamification user types among students from Spain and Finland, analyzing their prevalence as a function of age, gender, country, and field of study. We also designed a gamification experience where activities were designed to fit the preferences of different user types. From these pilot experiences, we found that gamification user types are only relevant when other variables, such as the difficulty of the tasks or the presence of students who do not work well in groups, are not present. Based on our findings, we conclude that distance learning and subjects where previous knowledge is not present are good choices when gamifying a subject.
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Malahito, John Aries I., and Maria Ana T. Quimbo. "Creating G-Class: A gamified learning environment for freshman students." E-Learning and Digital Media 17, no. 2 (2020): 94–110. http://dx.doi.org/10.1177/2042753019899805.
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In this era of digital media, teachers are competing against technological advancements in gaining students’ engagement and attention. Incorporating game elements in the learning environment known as gamification is a new field of study that re-engages students in learning. This study was done primarily to create a gamified learning environment that will serve as another teaching strategy to engage students in learning. The learning environment was aligned with the principles of gamification and was called Gamified-Class or simply G-Class. Using data gathered from 27 freshman college students, G-Class was developed following the Analysis–Design–Development–Implementation–Evaluation model of instructional design and using the Mechanics–Dynamics–Aesthetics framework of game design. The material was implemented in a General Physics class through a quasi-experimental research design. A G-Class mobile and desktop application together with a user guide was created. G-Class was evaluated both as instructional design material and as instructional task. As an instructional design, it was assessed in terms of content and learning objectives; design, interactivity, and usability; and assessment aligned with learning outcomes. As an instructional task, G-Class was assessed using the Intrinsic Motivation Inventory which consisted of four subscales in a 7-point Likert scale, namely, interest/enjoyment, perceived competence, choice, and pressure/tension. Overall, G-Class was given positive rating both as instructional material and as instructional task. With an overall rating of 5.60, students were found to be more engaged with their subject. Applying gamification in the learning environment pointed to its beneficial effects in enhancing students’ engagement in learning.
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Moreira Parrales, Maria Lexicer, Manuel de Jesús Mejía Carrillo, Mario Orlando Suarez Ibujes, and Jhonny Santiago Torres Penafiel. "Gamification for learning mathematics in secondary school: Most effective gamified strategies to motivate students and improve their performance in mathematics." Salud, Ciencia y Tecnología 4 (May 5, 2024): 1016. http://dx.doi.org/10.56294/saludcyt20241016.
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Gamification in secondary mathematics learning is a strategy explored to motivate older people and improve school results. Various gamified strategies are being examined to achieve this effect. The theoretical foundations rest on the theory of flux and the theory of self-determination. The methods used include points and reward systems, récits and characters, challenges and competitions, progression and levels, as well as immediate feedback. The results indicate a positive impact on students' motivation and academic performance. Gamification has been shown to increase participation and engagement, leading to better math results. In conclusion, gamification offers effective strategies to promote second mathematics learning, although the need to adapt to the individual and dynamic desires of the class is reconnected. This approach can complement traditional pedagogical practices and improve the mathematics pedagogical experience of secondary students
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Gortaire Díaz, David, María José Sandoval Pérez, Elma Romero Ramírez, and Julio Mora Aristega. "Case Study: Gamification as a strategy for vocabulary learning in university students." Ciencia Latina Revista Científica Multidisciplinar 6, no. 6 (2022): 7992–8005. http://dx.doi.org/10.37811/cl_rcm.v6i6.3970.
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Research have shown that gamification can have a great and positive impact in students’ motivation and engagement with their learning. Since Covid-19 and social distance happened, teachers needed to adapt and create the conditions for students to continue with their learning, to boost their interest and motivation in a virtual environment. As a result, the use of online games seemed to be a way to grab students’ attention and to increase their level of participation in class while learning new vocabulary. Some authors have commented that at least 10 to 17 encounters might be necessary for word meaning to be recalled. Games used as a tool in vocabulary learning in a second language allow repetition through failure taking away the shyness or shame to try it again. The aim of this survey was to know the perception on the effectiveness of using online games when learning vocabulary at the English area of the Technical University of Babahoyo. The results showed that most teachers are willing to use online games. Even though some of them found it difficult to use games based on their content, they realized that gamification helped most of the students to engage in class. Students were more open to receiving information when experimenting with progress and persisted in their learning when they receive feedback repeatedly. Nevertheless, vocabulary acquisition also involves other aspects besides the meaning which opens new doors for this study to expand and explore in further research.
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Dewi Utami, Anita, Puguh Darmawan, Sapti Wahyuningsih, and Abd Qohar. "PELATIHAN GURU SEKOLAH DASAR DALAM PENGINTEGRASIAN GAMIFIKASI KE TAHAP-TAHAP PEMBELAJARAN MATEMATIKA." Jurnal Pemantik 2, no. 1 (2023): 24–39. http://dx.doi.org/10.56587/pemantik.v2i1.43.
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Gamification is one strategy that can be applied to develop students' interest in learning mathematics. The aim of this training is to introduce gamification to elementary school teachers in learning mathematics, to introduce teaching modules (MA) to elementary teachers who have not yet implemented the independent curriculum, and to train teachers to be able to integrate elements of gamification into MA. This training was held at SD N Penanggungan, Malang City. The training was held on November 20, 2022. The training participants were twenty teachers at SD N Penanggungan. The training was carried out using discussion and question and answer techniques. After that, the presenters accompany the teacher to practice the theory learned by making MA integrated with gamification. The result of this training is that teachers can develop MA that is integrated with gamification. In addition, the teacher is also able to recognize the characteristics of gamification and MA stages that are in accordance with the gamification.
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Nadiatul Maziyyah Attarwiyah, Indah Rizqiyatul Wasi’ah, and Siti Nurul Jennah. "Bridging Tradition and Technology: Gamification in Modern Islamic Boarding Schools." Journal of Social Studies and Education 2, no. 2 (2025): 97–110. https://doi.org/10.61987/jsse.v2i2.668.
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This study aims to analyze the implementation strategy of gamification in Islamic boarding school education as an innovative effort to increase students' learning motivation at the Al-Qodiri 02 Islamic Boarding School. This study uses a qualitative approach with a case study method, where data is collected through non-participant observation, in-depth interviews, and documentation. The data validation process was carried out through focus group discussions (FGD) involving several online and offline participants. The results of the study indicate that the implementation of gamification elements, such as the point system, levels, badges, and leaderboards, increased the involvement and motivation of students in the learning process. In addition, the gamification integration strategy, which involved the leadership of the boarding school as the main driver, succeeded in creating a more dynamic and engaging learning atmosphere. This study provides important implications on how gamification can be integrated with the Islamic boarding school education approach to support learning relevant to technological developments and improve the overall quality of learning.
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Saputra, Arief Dwi, Alfina Rahmatia, Sri Handari Wahyuningsih, and Andi Azhar. "Exploring Gamification Strategy for Developing MSMEs during the COVID-19 Pandemic." Shirkah: Journal of Economics and Business 6, no. 3 (2021): 380–98. http://dx.doi.org/10.22515/shirkah.v6i3.402.
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The COVID-19 pandemic brought about employees to be less enthusiastic due to the declining competitiveness and switching systems from offline to online. This study closely scrutinized how gamification strategies assume a part in entrepreneurial behavior on attitudes, subjective norms and behavioral control, and entrepreneurial education through self-efficacy, experience, and program involvement. Purposive sampling was utilized to choose a sample of 442 informants for this qualitative study. The review was carried out through a literature study and reinforced by in-depth interviews. The data was coded using the Nvivo 12 application with word similarity analysis at a maximum percentage of 100%. Based on the results of word similarity, there was a similarity in the relationship related to cluster analysis which classified the mutually supportive roles among variables as a business strategy during the pandemic. Overall, the application of gamification displays an impact on motivation, behavior change, and psychological effects on entrepreneurial behavior and education. The research contribution is utilized to address issues in the role of the organization as a solution to the relationship between gamification strategies and employee performance. The application of gamification strategies plays a role in opening fascinating exploration in the future. Further studies are expected to discuss pertaining business strategies in dealing with unexpected moments such as the COVID-19 pandemic.
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Wu, Tienhua, Kuang-You Tien, Wei-Chih Hsu, and Fu-Hsiang Wen. "Assessing the Effects of Gamification on Enhancing Information Security Awareness Knowledge." Applied Sciences 11, no. 19 (2021): 9266. http://dx.doi.org/10.3390/app11199266.
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Information security awareness (ISA) has become a vital issue, as security breaches often attributed to humans lead to losses for individuals and organizations. Information security (IS) education may be an effective strategy to improve students’ ISA; however, studies associated with the relationships between teaching effects and information security learning are few. This study adopted gamification practice and examined its effect on students’ ISA knowledge enhancement, attitude and intention of security compliance, and willingness for continuous IS education. This study also examined the gender difference in a gamified learning system. One hundred ten undergraduates participated in a quasi-experimental study. The results indicated that students within a gamified class performed better than students within a lecture-based instructional group. We found significant gamification effects on the three security focus areas of password management, Internet use, and information handling. Gamification did not significantly impact the attitude and intention of participants’ security compliance and students’ willingness for continuous IS learning. Gender difference in the effect of gamification on ISA knowledge enhancement was not observed as well. The research provides theoretical and practical contributions by incorporating gamification into IS learning and suggests gamification as an effective means to enhance students’ knowledge acquisition in an engaging, timely, economical, and repeated manner.
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Vargas-Macías, Zulma Liliana, Ariel Adolfo Rodríguez-Hernández, and Claudia Liliana Sánchez-Saenz. "Digital Games (Gamification) in Learning and Training: an Approach to Adaptation and Integration in the Classroom." GIST – Education and Learning Research Journal 20 (June 11, 2020): 171–88. http://dx.doi.org/10.26817/16925777.765.
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This article is the result of the SGI 2174 project. Its objective is to identify how elements, techniques and mechanics game (gamification) have been implemented, as an ICT-mediated learning strategy for learning and training in the education. A systemic literary review of works on the subject is carried out to contextualize and identify methods, techniques, tools and platforms of gamification. The results make an analysis of the articles reviewed, and describe and describe the technologies and methodologies of gamification and the most relevant results with which gamification has been implemented in educational and business environments. This project is developed in the research groups TelemaTICs and TICA, and funded by DIN-UPTC
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Antonaci, Alessandra, Roland Klemke, and Marcus Specht. "The Effects of Gamification in Online Learning Environments: A Systematic Literature Review." Informatics 6, no. 3 (2019): 32. http://dx.doi.org/10.3390/informatics6030032.
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Gamification has recently been presented as a successful strategy to engage users, with potential for online education. However, while the number of publications on gamification has been increasing in recent years, a classification of its empirical effects is still missing. We present a systematic literature review conducted with the purpose of closing this gap by clarifying what effects gamification generates on users’ behaviour in online learning. Based on the studies analysed, the game elements most used in the literature are identified and mapped with the effects they produced on learners. Furthermore, we cluster these empirical effects of gamification into six areas: performance, motivation, engagement, attitude towards gamification, collaboration, and social awareness. The findings of our systematic literature review point out that gamification and its application in online learning and in particular in Massive Online Open Courses (MOOCs) are still a young field, lacking in empirical experiments and evidence with a tendency of using gamification mainly as external rewards. Based on these results, important considerations for the gamification design of MOOCs are drawn.
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BATISTA, Maria Carmem Silva. "GAMIFICATION IN LITERARY READER TRAINING." Boletim de Conjuntura (BOCA) 14, no. 40 (2023): 251–69. https://doi.org/10.5281/zenodo.7811305.
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This work presents research about the contributions of the use of gamification as a strategy for the formation of literary readers, investigating the potentialities and limitations of this strategy when allied to the work with literature. The perception of the need to use new technologies and active methodologies such as gamification, to favor the formation of readers in the Brazilian educational context, is the justification for this work, which defends literary reading as an agent of transformation of individuals. As a theoretical basis for the research, authors such as Lima (2023), Kok (2022), Antonietti (2022), Moreira (2018), Moran (2018), among others, were used to address the concepts and specificities about technological advances, reading, literature and gamification. The methodology focused on the state of the art, where bibliographical research was carried out, to map and list the academic productions in the last five years, on the relationship between gamification and the formation of literary readers. Along the way, we found four surveys within our theme, and we concluded that all of them evaluate the use of gamification in the formation of the literary reader as positive.
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Pérez-Herrera, Rosa Ana, Santiago Tainta, and Cesar Elosúa. "Gamification for Photonics Students: Labescape." Optics 2, no. 4 (2021): 228–35. http://dx.doi.org/10.3390/opt2040021.
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The idea of utilizing game elements in non-gaming situations has sparked a lot of attention in recent years, especially in topics such as education and training. Game-based techniques appear to be an increasing trend in a wide range of learning areas, including health, social policy, and engineering, among others, not only in primary school but also in higher formal education. Using this methodology, the learning process becomes more stimulating while also reaching a competitive level in some circumstances. In the present work, the authors propose a new gamification strategy based on an escape-room in which all the puzzles to be passed are related to the area of optics and photonics and use readily available or low-cost equipment. The major field of application of this novel teaching strategy will be the practical section of a course, that is usually carried out in a laboratory, and will be aimed at both undergraduate and master’s degree students. A coevaluation method is also proposed where the rest of the students will provide valuable feedback to each one of their colleagues and to the instructor.
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Pérez-Herrera, Rosa Ana, Santiago Tainta, and Cesar Elosúa. "Gamification for Photonics Students: Labescape." Optics 2, no. 4 (2021): 228–35. http://dx.doi.org/10.3390/opt2040021.
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The idea of utilizing game elements in non-gaming situations has sparked a lot of attention in recent years, especially in topics such as education and training. Game-based techniques appear to be an increasing trend in a wide range of learning areas, including health, social policy, and engineering, among others, not only in primary school but also in higher formal education. Using this methodology, the learning process becomes more stimulating while also reaching a competitive level in some circumstances. In the present work, the authors propose a new gamification strategy based on an escape-room in which all the puzzles to be passed are related to the area of optics and photonics and use readily available or low-cost equipment. The major field of application of this novel teaching strategy will be the practical section of a course, that is usually carried out in a laboratory, and will be aimed at both undergraduate and master’s degree students. A coevaluation method is also proposed where the rest of the students will provide valuable feedback to each one of their colleagues and to the instructor.
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Hellín, Carlos J., Francisco Calles-Esteban, Adrián Valledor, Josefa Gómez, Salvador Otón-Tortosa, and Abdelhamid Tayebi. "Enhancing Student Motivation and Engagement through a Gamified Learning Environment." Sustainability 15, no. 19 (2023): 14119. http://dx.doi.org/10.3390/su151914119.
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Gamification is a viable strategy used to enhance motivation and engagement in programming classes among students. However, automated evaluation capabilities, which are crucial for giving students fast and correct feedback, are frequently lacking in currently available gamification technologies. This study proposes a novel web-based application that combines automated programming assessment features with gamification concepts; the aim is to provide students taking a programming course with an engaging learning environment. A survey conducted with 215 undergraduate students assessed how the tool affected the motivation and engagement of students. The findings show that the tool had a beneficial impact on students’ willingness to participate in class, study, increase their self-confidence, engage in healthy competition with peers, and learn from their mistakes. The qualitative feedback that students offered regarding the features of the tool that they liked best is also covered in the study. This paper contributes to the field of programming education by presenting a detailed gamified tool, incorporating automated evaluation and gamification in a web-based platform.
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Siskawati, Dian, and Puspita Dirgahayani. "Gamification: Strategy to Pull the Intention of DKI Jakarta Residents (Choice User) to Use Public Transportation." PENA TEKNIK: Jurnal Ilmiah Ilmu-Ilmu Teknik 9, no. 1 (2024): 27. http://dx.doi.org/10.51557/pt_jiit.v9i1.2521.
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The higher practice of private car use in DKI Jakarta amid the implementation of the TDM strategy that continues to be developed leads to increased traffic congestion, which in turn causes economic losses, deteriorated air quality, and an increase in acute respiratory tract infection cases. Innovation is needed in the pull strategy of DKI Jakarta residents to suppress this behavior, especially those who have (access to) private vehicles to switch to public transportation. This study tries to analyze the effect of gamification on the behavioral intentions of DKI Jakarta residents (choice users) to use public transit for their daily activities (school/college/work). Modifications to the Theory of Planned Behavior (TPB) were carried out to investigate the influence of gamification through attitudes and behavioral control on behavioral intentions to use public transportation. The theory was tested using questionnaire data from 200 respondents with SEM-PLS analysis. The elements of points, levels, rewards, and games are used as indicators of gamification. This study shows that gamification positively and significantly affects attitudes and behavioral control. The study findings confirm the significant positive influence of attitudes on behavioral intentions to use public transportation. The results of this research can also be used as material for consideration in pull strategy (TDM) policy innovation in DKI Jakarta.
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Prasad, KDV, and Mruthyanjaya Rao Mangipudi. "ENHANCED ACADEMICIANS ENGAGEMENT: EVIDENCE FROM GAMIFICATION INTERVENTIONS IN HIGHER EDUCATION INSTITUTES." International Journal of Engineering Technologies and Management Research 7, no. 9 (2020): 24–30. http://dx.doi.org/10.29121/ijetmr.v7.i9.2020.779.
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This paper presents An outcome of gamification interventions in higher educational institutes to enhance the engagement of the teaching staff, the academicians. The academicians' engagement is an important component to enhance learning and timely course completion and for excellent student outcomes. In the recent past the gamification being used as a beneficial strategy in several areas such as business, education, e-learning, research and development and behavioral change of employees. The authors have applied gamification interventions on Academicians of Engineering colleges around Hyderabad to see the effect of gamification on academician's motivation, engagement, loyalty, dedication to the organization, and turnover. A group of 150 academicians, the teaching staff were tested using before gamification and post-gamification survey instruments, a questionnaire. The reliability of the survey instrument assessed measuring Cronbach-alpha statistics, descriptive statistics, and General Linear Model analysis was carried out to predict the influence of gender and academician’s gamification choices on study variables. The post-gamification results reveal a statistically significant influence on motivation, engagement, whereas gamification intervention is a not good predictor of employee turnover and loyalty. The results from the General Linear Model analysis indicate the use of games in non-game context immensely motivates the employees and academicians inclined towards quests and challenges.
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Van der Neut, Laura, Ton Spil, and Robby Van Delden. "Pure Gamification: An Energy Case." European Conference on Games Based Learning 16, no. 1 (2022): 784–92. http://dx.doi.org/10.34190/ecgbl.16.1.683.
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Dutch energy suppliers are obliged to cooperate in reducing consumption by stimulating energy saving behaviours among their customers. One important strategy for this context is personalized gamification. We investigate how a personalized gamified energy saving application can be designed based on individual preferences within the context of an energy supplier. To design a personalized gamification application the proposed method of Knutas et al. was adapted by leaving out the parts about machine learning and adding an evaluation phase. We show that customization by users can be a valuable alternative for using machine learning personalization strategies. We used this iterative design process to focus on personalizing, in this use case for the three main user types of the customer base of a Dutch energy supplier. The design of the gamified application was adapted using feedback of both stakeholders and customers using interviews and focus groups. This resulted in two final designs designed to stimulate energy saving behaviour among customers. The design had a dashboard which allowed for personalization within gamified elements, and an energy editor in which users can change characteristics in their households to learn about the effects of actions on their energy consumption. These two final designs were validated using an interactive prototype along with interviews. The added value of this study is that it shows that the Hexad framework with its proposed gamification user types is suitable to understand the main motivations of a target group. Results suggest that designing within gamified mechanics based on a user type’s main motivation is an effective strategy for personalization. Motivation-based design is not the only successful personalization design strategy but adapting designs to personal situation and existing energy saving behaviour might also motivate users.
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Li, Siyi. "The Impact of Gamification Marketing Strategies on User Consumption Behavior." Highlights in Business, Economics and Management 50 (March 13, 2025): 53–58. https://doi.org/10.54097/77bwqd33.
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In digital transformation, gamification marketing has become a core strategy for companies to stand out in the fierce market competition. Gamification marketing strategies can not only attract users but also enhance brand loyalty. This paper focuses on the target audience of gamification marketing and its influencing factors, and through the SOR psychological model, it deeply explores how these factors affect user behavior. First, this paper deeply explores the characteristics of target users and reveals the differences in motivations and behavior patterns of different user groups in gamification marketing. Then, based on the SOR model, this paper explores the impact of psychological factors such as incentives, stimulation, opportunities, and responses on user engagement and loyalty. Finally, this paper uses Duolingo as an example to explore how its gamification elements, including the points system, level setting, and reward mechanism, cleverly enhance users' learning enthusiasm and encourage them to remain active for a long time. Research shows that by stimulating users' intrinsic motivation and enhancing interactive experience, gamification marketing strategies can deepen the emotional bond between users and brands, thereby promoting the brand's continued growth.
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Nonado, Harvey J. "TEACHING FOOD AND BEVERAGE SERVICES THROUGH GAMIFICATION." International Journal of Multidisciplinary Educational Research and Innovation 1, no. 2 (2023): 1–14. https://doi.org/10.5281/zenodo.7943268.
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Technology and Livelihood Education (TLE) in the Philippines is continuously progressing due to the demand of global community in technical skills. In this progression in education, inadequate teaching and learning materials, and teaching strategy that are suitable in the new curriculum becomes a problem inside the classroom. The use of technology is constantly upgrading the classroom environment. It is being used by teachers to enhance the creativity, innovation, and engagement of their teaching methods. Moreover, it has the capability to increase student’s attainment and escalate their future opportunities, whatever career they choose. Among this innovative teaching strategy is gamification. Gamification is a teaching strategy that increases students’ participation, wherein teacher uses technology game-based to discuss lessons or to do task. This study is intended to determine the effects of gamification as teaching strategy through the performance of selected Grade 9 students in Bagong Silangan High School and to know the challenges encounter using this strategy. Furthermore, this study employed Quasi-experimental design of research. According to White and Sabarwal (2014), quasi-experimental design is known to be the association of groups that is as similar as possible to the experimental group when it comes to the characteristics of pre-intervention. The comparison group captures what would have been the outcomes if the intervention had not been implemented. Hence, the intervention can be said to have cause any difference in outcomes between the treatment and comparison groups. Based on the data gathered, the following major findings are: The academic performance of both control and experimental group on their first quarter grade in Food and Beverage Services is equal before the start of the experiment. The performance of control group in pretest is slightly advance compared to the experimental group. During posttest, students taught using gamification, gained advantage over those taught using the traditional approach. And based on the retention test scores of the students, experimental group advances more over control group. The performance of control group in pretest is slightly advance compared to the experimental group. During posttest, students taught using gamification, gained advantage over those taught using the traditional approach. And based on the retention test scores of the students, experimental group advances more over control group. And lastly, problems encountered by the students in gamification comes in accessing different websites while the lesson is on-going, no, or slow internet connection, no gadgets available, compatibility of the application to the device, time consuming and it makes the class unruly.
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Shahri, Alimohammad, Mahmood Hosseini, Keith Phalp, Jacqui Taylor, and Raian Ali. "How to Engineer Gamification." Journal of Organizational and End User Computing 31, no. 1 (2019): 39–60. http://dx.doi.org/10.4018/joeuc.2019010103.
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Gamification refers to the use of game elements in a business context to change users' behaviours, mainly increasing motivation towards a certain task or a strategic objective. Gamification has received a good deal of emphasis in both academia and industry across various disciplines and application areas. Despite the increasing interest, we still need a unified and holistic picture on how to engineer gamification, including the meaning of the term, its development process, the stakeholders and disciplines which need to be involved in it, and the concerns and risks that an ad-hoc design could raise for both businesses and users. To address this need, this article reports on empirical research which involved reviewing the literature and a range of gamification techniques and applications as secondary research, and an expert opinion study of two phases, qualitative and quantitative, as primary research. Based on the results, we provide a body of knowledge about gamification and point-out good practice principles and areas of gamification that are debatable and need further investigation.
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Rincon-Flores, Elvira G., and Brenda N. Santos-Guevara. "Gamification during Covid-19: Promoting active learning and motivation in higher education." Australasian Journal of Educational Technology 37, no. 5 (2021): 43–60. http://dx.doi.org/10.14742/ajet.7157.
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Virtual teaching modalities urgently implemented during the Covid-19 pandemic require strategies to motivate students to participate actively in higher education. Our study found that gamification using a reward-based system is a strategy that can improve the educational experience under exceptional circumstances. This article reports the results of two gamified undergraduate courses (Calculus and Development of Transversal Competencies) designed with a reward system. The results derived from analyses of online surveys, the final grades, and their correlations revealed that gamification helped motivate students to participate actively and improved their academic performance, in a setting where the mode of instruction was remote, synchronous, and online. From the results we conclude that gamification favours the relationship between attention, participation, and performance, while promoting the humanisation of virtual environments created during academic confinement. Implications for practice or policy: Gamification using a reward-based system promoted active class participation and improved student performance after the transition from face-to-face to virtual instruction required as a result of the global pandemic. Systemic recognition in a reward-based system improved the participants' emotional states, reducing their anxiety and the feeling of isolation caused by the pandemic, and leading to student engagement with . Gamification works as an accompaniment for students to help the increasement of teacher-student and student-student interactions.
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Jami Pour, Mona, Khadije Rafiei, Monireh Khani, and Atena Sabrirazm. "Gamification and customer experience: the mediating role of brand engagement in online grocery retailing." Nankai Business Review International 12, no. 3 (2021): 340–57. http://dx.doi.org/10.1108/nbri-07-2020-0041.
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Purpose In recent years, the concept of gamification is one of the fastest-growing trends in the field of marketing to persuade, motivate and manipulate customer behavior. The application of gamification has become a priority for marketers as a new way of exploiting customers. Despite the increasing use of gamification mechanisms in marketing activities, there remain limitations. Although there is extensive literature in the field of customer experience and gamification, few studies have empirically examined how gamification influences customer experience by considering the mediating role of brand engagement in the online retailing context. Design/methodology/approach To obtain this aim, a cross-sectional survey was used. The statistical population was customers of online grocery retailers. The convenience sampling technique was used as a sampling technique. Out of 402 received questionnaires, 384 were selected for analysis. Structural equation modeling approach was applied to test the research hypotheses using AMOS 24 and SPSS 22 software. Findings The results indicated that all research hypotheses were supported. Gamification has a significant and positive impact on customer experience, gamification has a positive and significant effect on user customer brand engagement and customer brand engagement has a positive and significant impact on customer experience. Also, it revealed that customer brand engagement mediates between gamification and customer experience. Originality/value A review of the digital marketing literature reveals that there are few empirical studies, which adequately examined significant effective factors of customer experience in online grocery retailing; despite, the majority of researchers consider customer experience as the most important concept in digital marketing. The main contribution of this study is to examine the role of gamification on customer experience through the mediating role of customer engagement in the online grocery context. It adds value to the digital marketing and online retailing literature by providing new insight about determinants of customer experience in online grocery.
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Chans, Guillermo M., and May Portuguez Castro. "Gamification as a Strategy to Increase Motivation and Engagement in Higher Education Chemistry Students." Computers 10, no. 10 (2021): 132. http://dx.doi.org/10.3390/computers10100132.
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In the last year, educational experiences have become increasingly challenging due to teaching classes remotely. For this reason, it has been necessary to develop educational strategies that accompany the use of new technologies to maintain student interest. One of these methodologies is gamification, implemented in school environments more frequently due to the pandemic and whose impact on student motivation and engagement needs to be explored. The literature shows that student participation in these contexts should be increased when applying this methodology, where teachers can also provide greater support. This research proposes improving these aspects by developing a gamification strategy that can be easily replicated in other environments. This study was carried out for a chemistry course at a university in central Mexico. This proposal details the short-, medium-, and long-term bonuses which stimulated and motivated students and achieved specific objectives. We also present the quantitative results of a questionnaire applied to 48 engineering students to identify their perceptions of how gamification could increase motivation and engagement in learning the subject of chemistry. In addition, pre- and post-knowledge tests were applied to determine whether there were changes in the learning outcomes. The results indicated that gamification increased student motivation and engagement, improved attitudes, promoted actions such as keeping the camera on during lectures and regular attendance, and improved student grades. This study fills the need for planning strategies to help improve student motivation in online classes and proposes an instrument to measure the results. It can be helpful to those interested in applying or adapting it in other disciplines.
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Pinta Villacres, Leonela Cumanda, Verónica Patricia Egas Villafuerte, and Mirella del Pilar Vera Rojas. "The use of gamification in formative assessment of vocabulary learning." Revista Social Fronteriza 4, no. 6 (2024): e46506. https://doi.org/10.59814/resofro.2024.4(6)506.
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The objective of this research was to evaluate the use of gamification in the formative assessment of vocabulary learning in seventh grade students of EGB of the Unidad Educativa Fiscomisional Mons. Luis Alfonso Crespo Chiriboga. The study population consisted of 48 students of 7th grade EGB of A and B classes. This work used a quasi-experimental design to with a cross-sectional descriptive, analytical and explanatory scope, in this sense, the present study established the type of relationship that exists between the variables raised, to understand the circumstances or situations in which the gamification methodology affects the learning of vocabulary. During the research four types of gamification applications were used: Wordwall, Kahoot, Blooket and Quizizz. The techniques and instruments used to collect data and criteria were the pre-and post- test, the former was applied before starting the teaching process and the latter was carried out at the end of the process. Likewise, the survey was used, which was applied at the beginning of the teaching process to gain better insights into EFL students’ beliefs about the incorporation of games as a strategy to assess vocabulary. The results showed that the employment of gamification was effective in students' vocabulary learning. Therefore, applying gamification in the classroom can be a promising and innovative strategy for educators to engage not only their students' attention, or receive instant feedback, but also to develop students learning skills such as self-regulation, autonomy, or to increase the motivation.
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Carcelén-Fraile, María del Carmen. "Active Gamification in the Emotional Well-Being and Social Skills of Primary Education Students." Education Sciences 15, no. 2 (2025): 212. https://doi.org/10.3390/educsci15020212.
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(1) Background: Gamification has emerged as an innovative strategy in education and involves integrating game elements into pedagogical activities to enhance motivation and the development of cognitive and social skills. The aim was to analyze the effects of active gamification on the emotional well-being and social skills of primary school students. (2) Methods: A total of 120 children with a mean age of 9.40 ± 0.98 years were divided into an experimental group (EG) that carried out a program based on gamification in physical exercise and a control group (CG). (3) Results: The EG improved significantly in self-concept compared to the CG, as did the levels of personal self-esteem, which increased significantly. Likewise, improvements were found in all the subdomains of social skills, except in the subdomain of jealousy/loneliness. (4) Conclusions: The introduction of gamification into Physical Education classes is recommended as an effective tool to improve self-esteem, self-concept, and social skills in primary education.