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Et al., Bilqis Firyal Nabilah. "“ THE EFFECT OF MIXED GAMIFICATION AND ACHIEVEMENT MOTIVATION ON CONCEPT COMPREHENSION AND CREATIVE THINKING SKILLS IN LEARNING SCIENCE.”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5139–52. http://dx.doi.org/10.17762/pae.v58i1.1735.
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This research is motivated by the poor comprehension and creativity of elementary school students in science lessons. This study aimed to determine gamification's effect on improving learning outcomes in concept comprehension and creative thinking skills in students studying science. Achievement motivation is suspected of being involved as a variable that interacts with gamification in improving learning outcomes. The data analysis technique used the Multivariate Analysis test. The research subjects were 73 students in the control class and the experimental class. This research is a quasi-experimental research, with a 2x2 factorial, and pretest-posttest non-equivalent control group design. The experimental class uses mixed gamification, while the control class uses content gamification. The difference between the two lies in the gamification elements used. The study results showed that 1) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who used mixed gamification and content gamification; 2) there was no significant difference in the learning outcomes of conceptual comprehension between groups of students who have high achievement motivation and low achievement motivation; 3) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes comprehension the concept; 4) there was no significant difference in the learning outcomes of creative thinking between groups of students who use mixed gamification and content gamification; 5) there was no significant difference in the learning outcomes of creative thinking between groups of students who have high achievement motivation and low achievement motivation; 6) there was no interaction between gamification (mixed gamification and content gamification) and achievement motivation on learning outcomes to think creatively. Achievement motivation is not the only factor that affects the learning outcomes of concept comprehension and creative thinking. Future research is important to consider the different moderator variables from achievement motivation and other gamification elements.
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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 (February 18, 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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Özdamli, Fezile, and Dlgash Faran Yazdeen. "GAMIFICATION IN COMPUTER SCIENCE COURSES: A LITERATURE REVIEW." Near East University Online Journal of Education 4, no. 2 (September 8, 2021): 90–106. http://dx.doi.org/10.32955/neuje.v4i2.345.
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The complicated, boring problems in computer science learning make them lack motivation during the COVID-19 pandemic. The further exciting and appealing educational setting is the more significant learners' participation in the learning challenge. A traditional setting was not appealing too much, creating a dull environment that has no learning motivation. Gamification is often used as an instrument for motivating learners and increasing their commitment. A study analyzes several previous research types in this field to assess gamification's effect on higher education students in a computer science course. The results conclude that gamification enhances the interest and encouragement of the learners. Also, it improves computer science curriculum training and knowledge of a complicated topic, providing learners with optional barriers. While they are beneficial, pedagogical games may have drawbacks that impact either emotionally and physically learners. The most popular gamification elements used during computer science classes were badges, leaderboards, score, level, and feedback. They were the most commonly known feature of the game in learning computer science. Implementing components of gamification in education is a resource that can motivate learners in computer science education. Gamification can give positive outcomes for student's achievement and the teaching and learning process framework, which teachers increasingly accept. Further research is required to determine if this transforms into an effect on finished performance and governs particular group impacts. Students' academic achievement and results in the computer science curriculum must develop a broader amount of knowledge on the utility through gamification.
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Poondej, Chanut, and Thanita Lerdpornkulrat. "Gamification in e-learning." Interactive Technology and Smart Education 17, no. 1 (September 19, 2019): 56–66. http://dx.doi.org/10.1108/itse-06-2019-0030.
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Purpose This study aims to deploy game elements in an e-learning course on the Moodle platform. One of the greatest challenges of e-learning can be motivating and engaging students in learning. Gamification has been attracting increasing attention as a key underlying aspect of pedagogy that can be used to increase student engagement and motivation in learning. Design/methodology/approach To investigate student satisfaction and engagement with an e-learning course, here an Information Literacy Skills course, the authors collected data from 104 undergraduate students enrolled on the course in Thailand. In addition, the authors used student interaction data obtained from Moodle to examine whether there were any differences in the frequency of online interaction with the course between the students who performed at an above-average level and those who were below average. Findings The findings indicated that the students were highly satisfied with the gamification tools in Moodle and they were engaged in the gamified e-learning course. The authors found a significant difference in the frequency of online interaction with the course between the group who performed at an above-average level and the group who were below average. Practical implications The findings have important implications for the development of gamification in e-learning. Originality/value This paper fulfills an identified need to study how gamification idea can be implemented in e-learning.
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Minaudo, Massimiliano. "Gamification, learning & marketing." International Robotics & Automation Journal 6, no. 3 (July 9, 2020): 103–4. http://dx.doi.org/10.15406/iratj.2020.06.00208.
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Chan, Sumie, and Noble Lo. "Gamification in Virtual Learning in Tertiary Classrooms." International Journal of Languages, Literature and Linguistics 8, no. 1 (March 2022): 5–13. http://dx.doi.org/10.18178/ijlll.2022.8.1.314.
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This research investigates the effectiveness and impacts of gamification in virtual learning in tertiary classrooms in Hong Kong. The study focuses on the transformation of physical and psychological behaviours of teachers in English across curriculum and university students towards game-based learning and their adaptability; the ease of applicability and popularity of various gaming tools in relation to both the educators and learners’ technological literacy and training received, as well as equipment support offered by educational institutions. The paper also explores the possibility and limitations of gamification in virtual classrooms. This accelerates future course development with corresponding changes towards course redesign and assessment restructuring with a switch to a new form of digital learning experience as the trend. The study thus provides a framework to the application of gamification in other language subjects and contexts in classroom learning across the globe, with reference to the motivational force and interactive learning.
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Zaric, Nadja, Rene Roepke, Vlatko Lukarov, and Ulrik Schroeder. "Gamified Learning Theory: The Moderating role of learners' learning tendencies." International Journal of Serious Games 8, no. 3 (September 17, 2021): 71–91. http://dx.doi.org/10.17083/ijsg.v8i3.438.
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The Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information. These different ways of learning are known as learning tendencies. This study investigates the moderator role of learning tendencies on gamification success concerning learners' academic participation, engagement, and experience. For this, Felder-Silverman Learning Style Model is used for the identification of learners' tendencies. In our study, 69 Computer Science students were randomly assigned to one control and two treatment groups. Students in the treatment groups were assigned two different gamified courses, while the control group attended a non-gamified course. This allowed us to analyze the individual effect of each gamification design and compare and see which gamification design was more appropriate for a learner with particular tendencies. Our results indicate that gamification design positively contributes to academic participation, affects learners' engagement in gamified environments, and that students' learning tendencies moderated students' engagement.
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An, Yunjo. "Designing Effective Gamified Learning Experiences." International Journal of Technology in Education 3, no. 2 (February 21, 2020): 62. http://dx.doi.org/10.46328/ijte.v3i2.27.
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Gamification has been used in a variety of settings, including business, healthcare, and education. Although there are successful gamification examples, many gamification projects fail due to poor design. Despite the importance of thoughtful design of gamification, previous research on gamification in education has not paid sufficient attention to the design aspect, focusing on whether adding one or more game elements makes any difference. Based on comprehensive literature review and synthesis of gamification design guidance from various experts in the area, the author identified eight design considerations for creating effective gamified learning experiences, including (1) meaning, (2) user-centered design, (3) challenges, personalization, and feedback, (4) choices and autonomy, (5) perils and advantages of extrinsic rewards, (6) social interaction and relatedness, (7) competition vs. cooperation, and (8) failure as an opportunity to learn. Thoughtful design is required to create effective gamified learning experiences. The novelty of using game elements in learning environments may draw students’ attention, but poorly designed gamification can have negative effects on student learning and motivation. It is critical to understand that a game element that works in one condition may not work in another condition. Future research should pay more careful attention to design aspects, consider contextual factors, and contribute to developing research-based guidelines for designing effective gamified learning experiences that include both methods and situations.
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Ariani, Diana. "Gamifikasi untuk Pembelajaran." Jurnal Pembelajaran Inovatif 3, no. 2 (November 1, 2020): 144–49. http://dx.doi.org/10.21009/jpi.032.09.
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Gamification is a method that is currently slowly but surely starting to be looked at to be developed together with the e-learning Learning Management System (LMS). However, the nature of gamification in learning is still not widely known by many parties. This article will try to explain some important things you need to know to develop Gamification. Some of the things that will be discussed in this article are the definition of gamification, the basic elements of gamification, the types of gamification, and the implementation of Gamification and LMS E-learning.
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Zhang, Qi, Liheng Yu, and Zhonggen Yu. "A Content Analysis and Meta-Analysis on the Effects of Classcraft on Gamification Learning Experiences in terms of Learning Achievement and Motivation." Education Research International 2021 (November 20, 2021): 1–21. http://dx.doi.org/10.1155/2021/9429112.
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Classcraft has become an attractive gamification choice that turns classes into motivating and joyful role-playing experiences. Based on the content analysis and meta-analysis, this study aims to investigate the efficiency of Classcraft in terms of optimal gamification learning experiences associated with learning achievement and motivation. After the identification, screening, eligibility, and inclusion processes, we have found that learning achievement and motivation are significant factors conducive to optimal gamification learning. The meta-analysis based on STATA 15 has demonstrated that gamification platforms including Classcraft can similarly enhance learning achievement (d = 0.621, z = 5.846, 95% CI [0.413, 0.829]) and motivation (d = 0.608, z = 6.167, 95% CI [0.415, 0801]), suggesting that gamification platforms including Classcraft can create optimal learning experiences. Another content analysis has revealed that Classcraft involving gamified reward mechanics, interactive settings, and collaborative tasks can fulfil the conditions of optimal gamification learning experiences. The main conclusion is that Classcraft can efficiently create optimal gamification learning processes that can positively influence learning achievement and motivation. We have also discussed the potential reasons for the positive effects of gamification on learning achievement and motivation. Game implementation can reflect learners’ preference for well-being based on continuity, interaction, and openness.
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Takemoto, Takuji, and Hiroko Oe. "Entrepreneurship education at universities: challenges and future perspectives on online game implementation." Entrepreneurship Education 4, no. 1 (February 2, 2021): 19–37. http://dx.doi.org/10.1007/s41959-020-00043-3.
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AbstractThe study explored the challenges and potential of online gamification to develop actionable recommendations for entrepreneurship pedagogy in the phase of ‘new normal’. This study applied an experimental game which the authors developed, and a mixed method was applied to the data sets collected from the students: an open-ended survey of 91 students and in-depth interviews with 23 students. It has been found that the students perceiving activities with gamifications are good learning stimuli in entrepreneurial classrooms as a first step; then, they found it effective to learn and deepen their understanding of theories and models as a second step after the gaming activities, which is a reverse approach from a traditional business education approach. Gamification enables students to think critically on game scenarios via participation in gamifications, which can be strengthened and embedded in their mind by theoretical learning which follows the gaming activities. The findings of the study provide a practical guidance for entrepreneurship pedagogists with ‘activities first’ which will be followed by theoretical learning.
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Mui Lee, Houang, and Phung Anh Loo. "Gamification of Learning in Early Age Education." Journal La Edusci 2, no. 2 (July 29, 2021): 44–50. http://dx.doi.org/10.37899/journallaedusci.v2i2.380.
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Gamification teaches children many new abilities at a young age. It also increases their emotional well-being and emotional intelligence. Gamification enables your kid to study in a distraction-free atmosphere in a familiar setting. Gamification helps foster a positive attitude toward learning by creating engaging, personalized, and amusing learning materials. The majority of educational learning applications include unique music that will aid language development. Gamification allows your kid to study and participate at their own speed, free of peer or teacher pressure
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Thomas, Nibu John, Rupashree Baral, and Chitra Dey. "Gamification Through Flow: Exploring the Mechanism in Gamification of Learning." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 16857. http://dx.doi.org/10.5465/ambpp.2019.16857abstract.
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Zhang, Qi, and Zhonggen Yu. "Investigating and Comparing the Effects on Learning Achievement and Motivation for Gamification and Game-Based Learning: A Quantitative Study Employing Kahoot." Education Research International 2022 (April 23, 2022): 1–16. http://dx.doi.org/10.1155/2022/9855328.
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This study is aimed at investigating and comparing the effects on learning achievement and motivation for two game-related pedagogies: gamification and game-based learning. Gamification was the process involving separable and flexible game elements, while game-based learning was the pedagogical procedure based on the inseparable serious games. Thus, gamification and game-based learning were hypothesized to have different effects on learning achievement and motivation. We implemented College English Test-6 (CET-6) and Motivated Strategies for Learning Questionnaire (MSLQ) to quantitatively assess learning achievement and motivation. ANCOVA reported that the positive effects on learning achievement reflected by CET-6 posttest scores were more significant for gamification ( M = 79.3 01, SD = 1.258 ) than game-based learning ( M = 77.473 , SD = 1.262 ). ANOVA revealed that the positive effects on motivation reflected by the motivation-related subscales, i.e., self-efficacy for learning and performance, extrinsic goal orientation, intrinsic goal orientation, and control of learning beliefs, were more significant for gamification than game-based learning. The main conclusion was that gamification exerted more significantly positive effects on learning achievement and motivation than game-based learning. However, high dependence on immersion might influence the stability for the effects of gamification.
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Sari, Pratiwi Kartika, Basuki Wibawa, and Nurdin Ibrahim. "Exploring Gamification Component Framework to Enhance Motivation in Higher Education: Literature Review." Journal of Computational and Theoretical Nanoscience 17, no. 2 (February 1, 2020): 996–1003. http://dx.doi.org/10.1166/jctn.2020.8756.
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One of approaches to increase learning motivation is by using gamification in education. The framework of gamification implementation is MDA (Mechanic, Dynamic, and Aesthetic). Now days, gamification is used more frequently in higher education. Therefore, it is necessary to investigate any MDA components that able to increase learning motivation and learning outcomes. By knowing the trends in the implementation of gamification components that can increase learning motivation and outcomes, then gamification designer can have a basic foundation in the application of gamification in higher education. Furthermore, this study also investigates the application of counterproductive MDA components related to learning motivation and learning outcomes. This study involved gami- fication research at higher education conducted from 2015 to 2018.
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Boopathi, K., S. Sreejith, and A. Bithin. "Learning Cyber Security Through Gamification." Indian Journal of Science and Technology 8, no. 7 (April 1, 2015): 642. http://dx.doi.org/10.17485/ijst/2015/v8i7/67760.
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Khaleel, Firas Layth, Noraidah Sahari@Ashaari, Tengku Siti Meriam Tengku Wook, and Amirah Ismail. "Gamification Elements for Learning Applications." International Journal on Advanced Science, Engineering and Information Technology 6, no. 6 (December 22, 2016): 868. http://dx.doi.org/10.18517/ijaseit.6.6.1379.
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Karagiorgas, Dimitrios N., and Shari Niemann. "Gamification and Game-Based Learning." Journal of Educational Technology Systems 45, no. 4 (May 17, 2017): 499–519. http://dx.doi.org/10.1177/0047239516665105.
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In the last 10 years, gaming has evolved to the point that it is now being used as a learning medium to educate students in many different disciplines. The educational community has begun to explore the effectiveness of gaming as a learning tool and as a result two different ways of utilizing games for education have been created: Gamification and serious games. While both methods are used to educate, serious games are meant to provide training and practice without entertaining. Whereas, gamification uses game-like features such as points and similar to serious games are not meant to entertain. This review will provide an overview of gamification and serious games as well as the learning possibilities of noneducational games such as massively multiplayer online role-playing games. Finally, massively multiplayer online role-playing games will be discussed in detail as to whether they can meet the general behavioral requirements of effective learning.
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Lavoue, Elise, Baptiste Monterrat, Michel Desmarais, and Sebastien George. "Adaptive Gamification for Learning Environments." IEEE Transactions on Learning Technologies 12, no. 1 (January 1, 2019): 16–28. http://dx.doi.org/10.1109/tlt.2018.2823710.
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Pedro Lopes, Rui. "GAMIFICATION AS A LEARNING TOOL." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (September 18, 2016): 565. http://dx.doi.org/10.17060/ijodaep.2014.n1.v2.473.
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Abstract:Higher Education Institutions have the missions of education, at a high level, research and cooperation. Regarding education, HEI must create an appropriate environment for learning, towards high-level academic performance. Students must be motivated to use the learning strategies in and out of the classes, to be able to make the best result of the learning effort. People is motivated according to several factors, such as external in nature (earn more money, gain social status, have a higher grade, …) or internal (intrinsic), which results from the core self. The latter is associated to the satisfaction people feel when doing something appealing. This paper describes the approach to applying gamification to a higher education subject in the course of computer science. It uses several game design mechanisms, such as adaptive challenges, rewards, curiosity and chance to increase the time students spend working, experiencing and learning in a HEI. The sections in the curriculum are transformed into levels, awarding stars for increasingly complex achievements. There is also the concept of soft currency, which is used to increase the student autonomy and incentive the work load. Some games are also used as learning experiences, allowing collective knowledge building in the preparation and also playing the games.Keywords: Higher Education; Intrinsic motivation; Educational Games; Gamification
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Park, Sungjin, and Sangkyun Kim. "Is Sustainable Online Learning Possible with Gamification?—The Effect of Gamified Online Learning on Student Learning." Sustainability 13, no. 8 (April 12, 2021): 4267. http://dx.doi.org/10.3390/su13084267.
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The use of gamification is garnering attention as a method that promotes sustainable learning during the coronavirus disease 2019 (COVID-19) era. This study investigates the effect that gamified online learning has on student learning and has utilized a gamified online learning program to examine the impact. To determine the program’s effectiveness, a study has been conducted with 140 elementary and middle school students. A previously developed survey instrument was used to measure the results. The study’s findings suggest that gamification in online learning has a positive impact on learner motivation and the understanding of the educational content. Based on the findings, this study proposes that gamification should be used as a sustainable method to achieve the United Nations’ Sustainable Development Goal 4 (SDG 4) of ensuring “quality education”.
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Toimah, Tatu Fidiatu, Yusril Ihza Maulana, and Irfan Fajar. "Gamification Model Framework and its Use in E-Learning in Higher Education." IAIC Transactions on Sustainable Digital Innovation (ITSDI) 3, no. 1 (October 31, 2021): 28–35. http://dx.doi.org/10.34306/itsdi.v3i1.520.
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The manuscript that we examined contains the introduction of gamification into e-learning lecture activities in universities. A literature study will explain conceptual differences between the techniques and methods of mechanics and game dynamics used by students. Gamification will be combined into e-learning at a university, and this has various benefits in the learning process, such as higher motivation, more fun learning, and active learning. This Paper shows the importance of gamification in learning, including in higher education. The manuscript that we created presents a different perspective on the concept of gamification in the University. The innovation in this paper describes incorporating characteristics of gamification and e-learning that can demonstrate the practical use of gamification in e-learning. The method used is a literature study. Further research expected that this framework can be applied in various universities.
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Najjar, Eman Ahmd, and Reham Ahmd Salhab. "Position Paper: Gamification in the Learning Process." International Journal of Online and Biomedical Engineering (iJOE) 18, no. 01 (January 26, 2022): 148–53. http://dx.doi.org/10.3991/ijoe.v18i01.26609.
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Recently, learning environments have transformed from traditional, lecture-based learning environments to team-based, experiential and problem based learning to prepare learners for a more complex and collaborative world. One teaching approach that embodies these essential characteristics of learning is gamification. Gamification is the application of gamified thinking and game mechanics to solve problems and increase engagement (Çeker & Özdam, 2017). Gamification is characterized by its ability to achieve cognitive, emotional, and behavioural effects by giving students opportunities to improve their critical thinking skills, arouse their feelings of curiosity, and increase active participation, respectively. However, giving consideration to gamification as an approach for education and learning is still a controversial subject. It is our position of this paper that as educators, we believe that gamification engages learners, motivates them to learn, satisfy their needs, and transfers knowledge by fun tasks
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Shenoy, Veena, and Doel Bhattacharya. "Engaging Mind Chemistry with Gamification: HR Practitioners Views." Ushus Journal of Business Management 19, no. 4 (December 12, 2020): 39–48. http://dx.doi.org/10.12725/ujbm.53.4.
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Purpose: The purpose of this study is to examineworkplace gamification in the HR process. Moreover, toexplore the impact of workplace gamification onemployee engagement and experience.Design/ Methodology /Approach: The current study isqualitative. The views of HR practitioners from Deloitte,TCS, Wipro, and Continental are taken through atelephonic and personal interview to understandworkplace gamification in the HR process. And its impacton employee engagement and employee experience.Findings: Workplace demographics are with changingdue to the entry of tech-savvy and hyperactivemillennials. Millennials get into an organization withmuch higher expectations in terms of work, workenvironment, and HR practices. Gamification is engrossedas one of the tools for employee engagement andemployee experience. Gamification is a psychologicalimperative. Playing games keeps the brain fit, reducesstress, helps deal with cognitive overload, and alsoteaches work skills and team spirit.Practical implications: The gamification made the workof HR practitioners easy. Creating user experience,involving them through practice and engagement was achallenge for HR practitioners. Now with the help ofworkplace gamification, feedback and rewards are more transparent; it strengthens interpersonal relationships,betters employee experience, and establishes friendlycompetitions.Originality/Value: The paper provides insights ongamification from HR practitioners' views. And theapplication of gamification in various HR-relatedprocesses such as recruitment, training, learning anddevelopment, performance management, andengagement. Hence, HR practitioners and policymakerscan take a call on implementing workplace gamificationin various HR processes, and that results in HR-relatedoutcomes.
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Abdeen, Fahad H., and Waheeb Albiladi. "Gamification and Technology-Based Learning: Uncovering the Potential of Using Games in Language Teaching and Learning." Journal of Studies in Education 11, no. 2 (April 29, 2021): 62. http://dx.doi.org/10.5296/jse.v11i2.18339.
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The use of games in education has received much attention from educators who perceive games as a motivational tool that can enhance their teaching and learning practice. Gamification in education is a relatively new field that promotes the use of games for educational purposes. Gamification or game-bases teaching is a growing trend among educational institutions, which use it to promote training, develop problem-solving skills in learners, and enhance the learning experience. The present paper aims to revisit the literature on the use of gamification in educational settings. Specifically, the paper discusses the use of gamification for teaching and learning English in the ESL/EFL context. Games have been used effectively with language learners to develop their skills in speaking, listening, writing, reading, and grammar.
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Gaonkar, Dr Sudhakar, Dr Dur Khan, Manisha Manisha, and Ashish Singh. "Impact of Gamification on Learning and Development." Journal of Advances in Education and Philosophy 6, no. 2 (February 18, 2022): 63–70. http://dx.doi.org/10.36348/jaep.2022.v06i02.003.
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Gamification in learning and instruction is thought to appeal to a wide range of learners by increasing motivation, learner engagement, and social impact. This study aims to give a synthesis of the empirical findings of state-of-the-art literature in the burgeoning topic of gamification in the learning and teaching domain. It presents the most recent scientific evidence on developing trends in technology education and gamification plugins, but also extending the possibilities for future research directions in using gamification to transform instruction and learning. The adoption of gamification in learning and instruction is perceived to have mass appeal among the learners in stimulating motivation, learner engagement and social influence. Various responses and observation were made from employees to study the behavior in a controlled environment in order to understand the level of competency, social relatedness, meaning full task and there decision making freedom.
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Handayani, Putu Wuri, Satrio Raffani Raharjo, and Panca Hadi Putra. "Active Student Learning through Gamification in a Learning Management System." Electronic Journal of e-Learning 19, no. 6 (December 17, 2021): pp601–613. http://dx.doi.org/10.34190/ejel.19.6.2089.
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E-learning through a learning management system (LMS) is expected to be a solution to the needs of distance learning, especially during a pandemic situation. However, learning through an LMS can lead to a lack of focus, reduced classroom efficiency, and a feeling of boredom for the user. One solution to this problem is to use gamification (e.g., rankings or points, badges, and leaderboards) to enhance active learning. This study uses a mixed-methods approach and data from weekly reviews and forum discussions, questionnaires, and data students’ interviews to assess the implementation of gamification elements in an LMS. The data from the questionnaires were analyzed using descriptive statistics, and the data from student interviews were analyzed using general inductive analysis. The results show that gamification in an LMS had a positive influence on active learning. The students have also provided positive feedback on the rated weekly review activity. The badges and leaderboard were also positively accepted by most students. Awarding points for activities was also found to improve students’ performance in class. Badges were found to increase students’ active participation, and the leaderboard motivated students to participate actively in online classes. This study could provide guidance to universities or LMS providers wishing to implement gamification in an LMS.
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Paiva, José, José Leal, and Ricardo Queirós. "Gamification of learning activities with the Odin service." Computer Science and Information Systems 13, no. 3 (2016): 809–26. http://dx.doi.org/10.2298/csis160123025p.
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Existing gamification services have features that preclude their use by e-learning tools. Odin is a gamification service that mimics the API of state-of-theart services without these limitations. This paper presents Odin as a gamification service for learning activities, describes its role in an e-learning system architecture requiring gamification, and details its implementation. The validation of Odin involved the creation of a small e-learning game, integrated in a Learning Management System (LMS) using the Learning Tools Interoperability (LTI) specification. Odin was also integrated in an e-learning tool that provides formative assessment in online and hybrid courses in an adaptive and engaging way.
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Alomari, Islam, Hosam Al-Samarraie, and Reem Yousef. "The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis." Journal of Information Technology Education: Research 18 (2019): 395–417. http://dx.doi.org/10.28945/4417.
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Aim/Purpose: This study reviewed previous research on the role of gamification techniques in promoting students’ learning. Background: The role of gamification in promoting students’ learning has been investigated empirically by many scholars. To date, mixed results about the effectiveness of gamification have been reported, and researchers frequently argue that the inappropriateness of certain techniques may have contributed to these mixed findings. Methodology: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to assess the criteria required for this review. A total of 40 studies were identified and included in the systematic review. The selected studies were used to assess the association between certain gamification techniques and students’ learning in this study. Findings: The results showed that gamification techniques differently affect students’ learning. In addition, it is important for students to be instructed about the application of gamification approach before they engage in a gamified learning task. The key challenges relating to the use of gamification techniques were also discussed. Recommendations for Practitioners: This review can help educational decision makers and practitioners to stimulate certain learning outcomes of the students with the help of specific gamification techniques.
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Knutas, Antti, Jouni Ikonen, Dario Maggiorini, Laura Ripamonti, and Jari Porras. "Creating Student Interaction Profiles for Adaptive Collaboration Gamification Design." International Journal of Human Capital and Information Technology Professionals 7, no. 3 (July 2016): 47–62. http://dx.doi.org/10.4018/ijhcitp.2016070104.
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Benefits of collaborative learning are established and gamification methods have been used to motivate students towards achieving course goals in educational settings. However, different users prefer different game elements and rewarding approaches and static gamification approaches can be inefficient. The authors present an evidence-based method and a case study where interaction analysis and k-means clustering are used to create gamification preference profiles. These profiles can be used to create adaptive gamification approaches for online learning or collaborative learning environments, improving on static gamification designs. Furthermore, the authors discuss possibilities for using our approach in collaborative online learning environments.
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Zulfikar, Ferdy Achmad, and Akhmad Unggul. "Pengembangan Gamifikasi Pada Modul E - Learning Service Excellence Untuk Karyawan Frontliner." Jurnal Inovasi Informatika 7, no. 1 (March 31, 2022): 44–56. http://dx.doi.org/10.51170/jii.v7i1.237.
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This paper is to develop teaching materials in the form of developing gamification teaching materials in the service excellence module that will be used for frontliner employees. The purpose of this research is to design the development of gamification teaching materials in the service excellence module that can be used for frontliner employees. The research results from the results of designing and testing gamification teaching materials for the service excellence module for frontlinner mall employees on a limited scale, that the feasibility of the content of the material and the feasibility of presenting gamification obtained an average score of 80%. Validation of the content of the Service Excellence module using gamification obtained an average score of 81%, and validation of the feasibility of presenting the Service Excellence module using gamification obtained an average score of 78%, so the survey results from the trial show that the teaching materials in the E-learning Service module Excellence carried out using gamification is suitable for use in training activities
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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 (August 12, 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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Yamani, Hanaa Abdulraheem. "A Conceptual Framework for Integrating Gamification in eLearning Systems Based on Instructional Design Model." International Journal of Emerging Technologies in Learning (iJET) 16, no. 04 (February 26, 2021): 14. http://dx.doi.org/10.3991/ijet.v16i04.15693.
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The current paper aims to introduce a proposed framework for gamification in the e-learning system at Saudi Arabia universities, by reviewing and analyzing the concept of gamification and its components, and types of players, as well as conditions for designing successful gamification, and the technical capabilities of Saudi Arabia universities, and also by reviewing and analyzing many designing models for gamification and e-learning systems that were introduced by the other researchers. Then incorporate all of these previous considerations into the general stages of instructional design, which is represented in analysis, design, development, implementation, and evaluation. The paper also deals with a review of the difference between gamification, games, and game-based learning, in addition to the benefits for students from employing gamification in the e-learning system.
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Hidayatulloh, Indra, Sigit Pambudi, Herman Dwi Surjono, and Totok Sukardiyono. "Gamification on Chatbot-Based Learning Media: a Review and Challenges." Elinvo (Electronics, Informatics, and Vocational Education) 6, no. 1 (October 5, 2021): 71–80. http://dx.doi.org/10.21831/elinvo.v6i1.43705.
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The mobile learning sector has exploded, implying that the e-Learning trend is shifting to mobile platforms. As a result, chatbots have become increasingly popular alternatives for online learning and examinations on mobile platforms. However, it did not provide enough motivation for the student. On the other hand, gamification in a typical e-Learning platform is a widely used technique for increasing students' learning motivation. Therefore, combining gamification with chatbot-based learning and examinations possibly offer benefits, including increase student learning motivation. This study explored the possibilities and future challenges of the development of gamification within chatbot-based learning media. We discussed four aspects: architecture's reliability, security and privacy issue, user’s acceptance and motivation, and gamification feature challenges.
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Rozman, Tomislav, and Liliana Donath. "The Current State of the Gamification in E-Learning." Mednarodno inovativno poslovanje = Journal of Innovative Business and Management 11, no. 3 (December 17, 2019): 5–19. http://dx.doi.org/10.32015/jibm/2019-11-3-2.
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The aim of this article is to present a systematic literature review of literature reviews (a meta-study) of gamification topics in e-learning with a purpose to present a high-level overview of the state of the development of the selected field.
The systematic literature review of literature reviews (2010 - 2019) was performed. The academic papers (literature reviews) from several academic databases such as DOAJ, ScienceDirect, Google Sholar and WOS were examined and filtered for further study. The selected articles were analysed for sub-topics (e.g. the efficiency of gamification mechanisms) and summarized.
In last 5 years, the research of gamification in various fields (mobile apps, e-health, human resource management, business development, e-learning) is getting traction and the number of research articles and systematic reviews of research articles is increasing. After filtering literature review articles, we have found out that only a handful of them – 19, which summarizes 2631 studies, are directly related to gamification in e-learning.
This study shows that the following gamification mechanisms in e-learning proved themselves efficient in almost all underlying studies, but there is no broad consensus on terminology and how to group of different gamification related concepts.
The research is limited to the following scholarly databases: DOAJ, Elsevier, Google Scholar, and WOS. We are aware that there is a possibility we missed some systematic literature reviews on this topic, which was indexed in other well-known databases or published using different terminology in the title or abstract.
The article can serve as a starting point for the research for the scholars and especially post-graduate students who are getting familiar with the e-learning, gamification and performing systematic literature reviews. Also, developers of e-learning systems and course designers could benefit from this article by finding out which gamification mechanisms are most researched, most efficient and worth implementing.
To our knowledge, this kind of meta-analysis of the literature reviews hasn’t been done in the field of gamification in e-learning for the year 2019.
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Zaric, Nadja, Vlatko Lukarov, and Ulrik Schroder. "A Fundamental Study for Gamification Design: Exploring Learning Tendencies’ Effects." International Journal of Serious Games 7, no. 4 (December 4, 2020): 3–25. http://dx.doi.org/10.17083/ijsg.v7i4.356.
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In this paper, we present the fundamental concepts, design, and preliminary findings of a personalized gamification project in the educational context. The project aims to create a balanced, gamified learning environment in which all learners are equally engaged and interested. However, finding the balance between heterogenic learners’ traits and the variety of gamification design elements is a challenging, multistep process. Therefore, this paper presents the first steps towards the design of a balanced gamified environment, in which we a) proposed the Personalized Gamification Design Model (PeGaM) to assist gamification designers in applying a learner-center approach to gamification; b) explored learners’ learning tendencies as personalization criteria and applied PeGaM in the e-learning course, and c) conducted the exploratory study with 124 students to investigate behavioral differences in and between students in the control and treatment group. The study revealed a positive influence of badges, leaderboards, and experience points on learners with reflective, global, visual, and intuitive learning tendencies, and negative on students with sensing learning tendencies. Hence, this study supported the idea of introducing learning tendencies in the gamification design process and indicates the need for further research in this direction.
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Sanmugam, Mageswaran, Hasnah Mohamed, Norasykin Mohd Zaid, Zaleha Abdullah, Baharuddin Aris, and Salihuddin Md Suhadi. "Gamification's Role as a Learning and Assessment Tool in Education." International Journal of Knowledge-Based Organizations 6, no. 4 (October 2016): 28–38. http://dx.doi.org/10.4018/ijkbo.2016100103.
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Gamification is a new and upcoming trend that is predicted by many to further enhance the field of educational technology in the new millennium. The use of gamification has fared well in the corporate world and is gradually transcending into the educational arena. The usage of game elements such as points, badges and leader board can assist in keeping the students not only motivated but also engaged to the teaching and learning process in the school. As learning and assessment come hand in hand as a knowledge acquiring process in a classroom, therefore it should be identified whether or not gamification can be truly utilized in the form of a learning and assessment tool in the teaching and learning process. This paper will discuss about the repercussions of using gamification as a learning and assessment tool based on the review of several studies carried out in the field of gamification.
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Christopher, Leon, and Alexander Waworuntu. "Java Programming Language Learning Application Based on Octalysis Gamification Framework." IJNMT (International Journal of New Media Technology) 8, no. 1 (June 27, 2021): 65–69. http://dx.doi.org/10.31937/ijnmt.v8i1.2049.
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Java programming language is rated as the second most active language in the world based on GitHub active repository statistic. Meanwhile, many university students are found lack interest to learn Java. Many researches have shown the positive impact of gamification in many areas of life, include education and learning. The purpose of this study is to design and build an application to learn java programming language with gamification in mind. We use Octalysis Gamification Framework to design the usage of game mechanics in the application. The application was tested on second year students to learn Java for the first half semester and evaluated using the Unified Theory of Acceptance and Use of Technology (UTAUT) Model and get the result of 74.27% agree that the application is well accepted by the students.
Index Terms—gamification; java programming language; octalysis gamification framework
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Dinata, Hendra. "Gamification in Education Context: The Intention, The Design and The Result." Inform : Jurnal Ilmiah Bidang Teknologi Informasi dan Komunikasi 6, no. 2 (July 28, 2021): 75–80. http://dx.doi.org/10.25139/inform.v6i2.4035.
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Gamification has been widely adopted in many areas, including in the educational context. The students need to be motivated in following the learning process because everyone feels happy to learn if there is no coercion. By presenting something fun and enjoyable, students are expected to be more involved in the learning process, which will achieve better learning outcomes. Gamification is very reliable in bringing fun and pleasure to the learning process for the students. We analyze three items from the previous study; the intention and what the goals are expected, how to design, and the result of gamification in the education context. We found the intentions of gamification adoption in an educational context. They are to increase students' motivation to learn and present an alternative learning method that is more fun and enjoyable. And for the success of this gamification program, a game application can be developed using existing sophisticated technology and by presenting a reward system mechanism. The presence of points, badges, and leader boards cannot be separated from the gamification because it is a very inherent gamification feature to motivate students to play the game. Getting students to use the games intensively is not the only result we expect, but it also makes students learn better to produce good learning outcomes.
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Villagrasa, Sergi, David Fonseca, Ernest Redondo, and Jaume Duran. "Teaching Case of Gamification and Visual Technologies for Education." Journal of Cases on Information Technology 16, no. 4 (October 2014): 38–57. http://dx.doi.org/10.4018/jcit.2014100104.
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This paper describes the use of gamification and visual technologies in a classroom for higher education, specifically for university students. The goal is to achieve a major increase in student motivation and engagement through the use of various technologies and learning methodologies based on game mechanics called gamification. Gamification is used to engage students in the learning process. This study adds learning methodologies like Learning by Doing to students' collaborative work, and mixes teacher support with new, accessible technology, such as virtual reality and visualization 3D on the web thanks to webGL. This creates a new management tool, called GLABS, to assist in the gamification of the classroom. Understanding the role of gamification and the technology in education means understanding under what circumstances game elements can drive a student's learning behavior so that he or she may achieve better results in the learning process.
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Putra, Syahrizal Dwi, Diah Aryani, and Hani Dewi Ariessanti. "Pemanfaatan Aplikasi Gamifikasi Wordwall Di Era Pandemi Covid-19 Untuk Meningkatkan Proses Pembelajaran Daring." TERANG 4, no. 1 (December 4, 2021): 83–90. http://dx.doi.org/10.33322/terang.v4i1.1453.
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Gamification applications for online learning are something that needs to be socialized at this time, especially during the pandemic to improve the learning process. SDIT Insan Rabbani / Integrated Islamic School (SIT) Insan Rabbani is an Islamic educational institution that is oriented towards character building for its students. To improve the online learning process in this pandemic era, the school wants to use the concept of gamification in the online learning process. Besides that, teachers also want ways to build school learning content that can increase student engagement for online learning, especially during the current pandemic. So the abdimas team provided a solution by offering counseling on the use of gamification using a wordwall. Wordwall was chosen so that teachers can easily understand the concept of gamification and create various quiz/evaluation templates that are owned by wordwall. The expected target is for teachers to understand concepts and use gamification to increase student involvement in the online learning process.
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Abdul Rahim, Rini Hafzah, Aslina Baharum, and Hanafi Hijazi. "Evaluation on effectiveness of learning linear algebra using gamification." Indonesian Journal of Electrical Engineering and Computer Science 17, no. 2 (February 1, 2020): 997. http://dx.doi.org/10.11591/ijeecs.v17.i2.pp997-1004.
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This study evaluate effectiveness of learning Linear Algebra using gamification strategy. In this study, gamification with storytelling strategy is used as teaching tools to attract student to learn Linear Algebra. This study using Polytechnic Malaysia syllabus with focus group of Diploma students for semester three (Mechanical Engineering) and semester four (Electrical Engineering) for two topics; Matrix and Numerical Method. They are five methods of calculation simultaneous linear equations which is ‘Inverse’, ‘Cramer's Rule’, ‘Gauss Elimination’, ‘Lower Upper Doolittle’ and ‘Lower Upper Crout’. They are three main phases to develop this gamification; Pedagogy Phase, Design Phase and Evaluation Phase. Mixed methods approach combining quantitative (survey) and qualitative (Electroencephalogram) is used to evaluate students learning process using Linear Algebra gamification application. The findings of the five items surveyed showed that the acceptance of the prototype of the Linear Algebra Gamification Application was very encouraging from a total of 104 students. This is because all 38 questions for the five items earn a median of four and this indicates the majority of students choose “Agree” and “Strongly Agree”. The findings also show the percent “Agree” and “Strongly Agree” for all questions having a high percentage of between 61.5 and 94.2. This shows more than half satisfied and likes to use the Linear Algebra Gamification Application prototype. With the development of the Linear Algebra Gamification Application prototype, it is hoped that the use of learning based can be extended to a variety of subjects as well as topics to make the learning process more interesting and fun as well as helping to motivate students to learn
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Shlenova, M. "Gamification as a tool for increasing the learning efficiency of future librarians." Visnyk of Kharkiv State Academy of Culture, no. 59 (July 16, 2021): 53–58. http://dx.doi.org/10.31516/2410-5333.059.05.
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The article deals with gamification mechanisms to increase staff performance and diversify the mechanisms of professional learning to improve the training of future librarians. In this the article we conducted a survey among students-interns of the university library on their attitude to gamification in the learning process. The results revealed that respondents mostly positively evaluate gamification as a tool in the process of acquiring professional knowledge. The gamification tool is used to increase the effectiveness of learning and to facilitate the adaptation of students to the professional activities of librarians. The results of the research can be used to identify the effects of the gamification tool on improving the efficiency of training processes and the professional growth of staff in various fields.
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Et.al, Charanjit Kaur Swaran Singh. "A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects." Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, no. 3 (April 11, 2021): 928–60. http://dx.doi.org/10.17762/turcomat.v12i3.828.
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Gamification is a significant pedagogical approach employed to facilitate learning not limited in educational setting but also across other domains. This pedagogical approach is a hot topic among academics from various disciplines. Various studies domains including education, social sciences, healthcare, tourism, engineering, translation, nursing, arts and applied arts have ventured into gamification to aid learning. Different analysis measures were employed by the researchers to carry out studies on experimental research using different samples to develop the articles. This study is developed with the aims to review and analyse the existing literature related to gamification adding to the research methodologies, types of data analyses, significant findings and also samples used to collect the data. The taxonomies developed based on the reviews made have been categorised based on challenges, motivations and recommendations extracted from the researchers who want to take gamification to the next level in different areas of studies. The researchers of this study conducted a systematic search on topics related to gamification, approaches used for the data analysis and studied on the types of data employed. Search on five main databases were carried out namely Scopus, EBSCHO, ScienceDirect, Web of Science and Taylors and Francis from 2012 September to January 2020. These databases searched were sufficient and dependable to write on gamification. Articles were carefully selected on the basis the researchers’’ inclusion and exclusion criteria (n = 312). The first percentage of the studies (n=19/312) focused on game elements in relation to the implementation of gamification across different age of the learners. This portion of the studies (n=107/312) discuss on digital badges, digital gamification/digital tool, game like educational apps. The second section of the study describe about game-based learning in relation to gamification that emphasised on pedagogies, teaching skills, teaching beliefs, lesson outcomes, theories, learners, emotional engagement, innovative teaching and environment. The portion of the studies (n=43/213) discuss on serious games specifically game principles, behaviour, collaborative work, video games and accommodation of psychological needs. The fourth portion (n=66/312) is on novel emerging trends in gamification namely flipped classroom, blended learning in gamification, collaborative learning and gamification, mobile learning and gamification, CLIL and gamification, MOOC and problem solving that led to transformative pedagogy. The fifth portion (30/312 is on game based eLearning and the last portion is on motivation (47/312). Technological advancement and rapid development in information and communication technologies has increase researchers’ interest to pursue research in gamification to use it as a meaningful pedagogical tool to sustain students’ learning.
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An, Jiwon. "Factor Influencing Learning Outcome in Nursing Education Using Gamification: A Scoping Review." Journal of Korean Academy of Fundamentals of Nursing 28, no. 4 (November 30, 2021): 440–57. http://dx.doi.org/10.7739/jkafn.2021.28.4.440.
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Purpose: This review explored trends in studies on learning outcomes in nursing education using gamification, to provide directions for future research.Methods: This scoping review was conducted according to the Joanna Briggs Institute's guidelines. The literature search date was February 1, 2021.Results: Thirty-two studies were included. The largest proportion of studies were quantitative descriptive studies, including qualitative mixed methods (34.4%). More studies applied gamification in practical classes (53.1%) than in theoretical classes. Virtual simulation games (37.9%) and simple quiz games (34.4%) were most often used. Commonly used gamification elements included scores/points, feedback, badges, countdowns, challenges, competitions, and levels. Two themes emerged regarding the impact of gamification on learning: learners’ experiences and achievement outcomes with cognitive, affective, and psychomotor subthemes. Nursing education using gamification improved engagement, motivation, and learning achievement. However, there was less evidence for affective and psychomotor outcomes than for cognitive outcomes.Conclusion: Gamification can be an effective educational strategy if educator's have sufficient understanding and readiness and appropriate gamification elements are applied to nursing education. Further research should investigate knowledge retention in the cognitive domain, collaboration and empathy in the affective domain, and the improvement of nursing skills using new technologies in the psychomotor domain.
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Rice, John W. "The Gamification of Learning and Instruction." International Journal of Gaming and Computer-Mediated Simulations 4, no. 4 (October 2012): 81–83. http://dx.doi.org/10.4018/jgcms.2012100106.
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Brull, Stacey, and Susan Finlayson. "Importance of Gamification in Increasing Learning." Journal of Continuing Education in Nursing 47, no. 8 (August 1, 2016): 372–75. http://dx.doi.org/10.3928/00220124-20160715-09.
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Caporarello, Leonardo, Massimo Magni, and Ferdinando Pennarola. "Learning and gamification: a possible relationship?" EAI Endorsed Transactions on e-Learning 4, no. 16 (December 19, 2017): 153488. http://dx.doi.org/10.4108/eai.19-12-2017.153488.
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Giannetto, David, Joseph T. Chao, and Anthony Fontana. "Gamification in a Social Learning Environment." Issues in Informing Science and Information Technology 10 (2013): 195–207. http://dx.doi.org/10.28945/1806.
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Gündüz, Abdullah Yasin, and Buket Akkoyunlu. "Effectiveness of Gamification in Flipped Learning." SAGE Open 10, no. 4 (October 2020): 215824402097983. http://dx.doi.org/10.1177/2158244020979837.
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The success of the flipped learning approach is directly related to the preparation process through the online learning environment. It is clear that the desired level of academic achievement cannot be reached if the students come to class without completing their assignments. In this study, we investigated the effect of the use of gamification in the online environment of flipped learning to determine whether it will increase interaction data, participation, and achievement. We used a mixed-methods sequential explanatory design, which implies collecting and analyzing quantitative and then qualitative data. In the online learning environment of the experimental group, we used the gamification. However, participants in the control group could not access the game components. According to the findings, the experimental group had higher scores in terms of interaction data, participation, and achievement compared with the control group. Students with low participation can be encouraged to do online activities with gamification techniques.