The document summarizes four research articles that analyze gamification in education. The articles find that introducing game elements into classrooms generally leads to increased student engagement, motivation, and academic achievement compared to traditional teaching methods. However, gamification implementation faces challenges like poor game design leaving out motivational elements. More research is still needed to determine gamification's effects across different age groups and educational levels. Overall, the studies support using gamification to improve the learning experience but also acknowledge it may not benefit all students.
GAMIFICATION ELEMENTS AND THEIR IMPACTS ON TEACHING AND LEARNING – A REVIEWijma
ABSTRACT
This paper discusses the results of a literature review to identify the elements of gamification in learning that have been applied in previous studies and their impacts on student learning, with only taking into account the related studies within the last three years (2016 to 2018). This is done to determine the most effective and suitable elements of gamification to be applied in our study and at the same time to identify research gaps that need to be fulfilled in future researches. The results of this review show that gamification has positive impact on student learning particularly in their engagement and achievement. Furthermore points, leaderboard and digital badge are the most applied gamification elements in the studies. The findings will be used as a guide for us in designing a gamified collaborative learning activities in the 3-dimensional virtual world that will be carried out later.
Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.
The Use of an Online Learning Management System to Assess the Performance of ...ijtsrd
Learning Management Systems were widely used in education, and studies have demonstrated that they boost student achievement. This studys goal was to confirm the findings of the related studies in the context of the schools online learning program. Piaget’s Constructivism Learning Theory, Siemens’ Connectivism Theory, and Engestrom’s Activity Theory backups the process of the group of students who used the LMS and students who were exposed to modular learning. The study examined the effectiveness of incorporating a learning management system in assessing students’ performance. Fifty students from a private institution in Cebu, Philippines, were the subjects of a pretest posttest explanatory sequential mixed method. The mean, median, standard deviation, t test for independent samples, paired t test, and Spearman rho were used to test the null hypothesis at 0.05 level of significance. The studys findings show that the respondents did not perform well on the pretest, but they did exceptionally well on the posttest. Additionally, the study discovered that while there is no significant difference between group 1 pretest and posttest results and those of group 2, there is a significant difference between group 1’s pretest and posttest results but there was no significant difference in the mean improvement of the student’s scores. Respondents attitudes toward the use of learning management systems in the classrooms were positive but there was no significant relationship between the attitude of the students towards LMS and their performance. Based on these findings, it is recommended that schools develop programs in upgrading their teachers’ skills in manipulating the features of the LMS among others, teachers should intensify efforts in the use of LMS tools in teaching Trigonometry and that students should be provided with avenue wherein they can enhance their skills in technology and be engaged in the learning process. Michael L. Novero "The Use of an Online Learning Management System to Assess the Performance of the Students in Trigonometry" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59946.pdf Paper Url: https://www.ijtsrd.com/mathemetics/other/59946/the-use-of-an-online-learning-management-system-to-assess-the-performance-of-the-students-in-trigonometry/michael-l-novero
Role of digital gadgets in transformation of traditional learning to digital ...Dr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.
GAMIFICATION ELEMENTS AND THEIR IMPACTS ON TEACHING AND LEARNING – A REVIEWijma
ABSTRACT
This paper discusses the results of a literature review to identify the elements of gamification in learning that have been applied in previous studies and their impacts on student learning, with only taking into account the related studies within the last three years (2016 to 2018). This is done to determine the most effective and suitable elements of gamification to be applied in our study and at the same time to identify research gaps that need to be fulfilled in future researches. The results of this review show that gamification has positive impact on student learning particularly in their engagement and achievement. Furthermore points, leaderboard and digital badge are the most applied gamification elements in the studies. The findings will be used as a guide for us in designing a gamified collaborative learning activities in the 3-dimensional virtual world that will be carried out later.
Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.
The Use of an Online Learning Management System to Assess the Performance of ...ijtsrd
Learning Management Systems were widely used in education, and studies have demonstrated that they boost student achievement. This studys goal was to confirm the findings of the related studies in the context of the schools online learning program. Piaget’s Constructivism Learning Theory, Siemens’ Connectivism Theory, and Engestrom’s Activity Theory backups the process of the group of students who used the LMS and students who were exposed to modular learning. The study examined the effectiveness of incorporating a learning management system in assessing students’ performance. Fifty students from a private institution in Cebu, Philippines, were the subjects of a pretest posttest explanatory sequential mixed method. The mean, median, standard deviation, t test for independent samples, paired t test, and Spearman rho were used to test the null hypothesis at 0.05 level of significance. The studys findings show that the respondents did not perform well on the pretest, but they did exceptionally well on the posttest. Additionally, the study discovered that while there is no significant difference between group 1 pretest and posttest results and those of group 2, there is a significant difference between group 1’s pretest and posttest results but there was no significant difference in the mean improvement of the student’s scores. Respondents attitudes toward the use of learning management systems in the classrooms were positive but there was no significant relationship between the attitude of the students towards LMS and their performance. Based on these findings, it is recommended that schools develop programs in upgrading their teachers’ skills in manipulating the features of the LMS among others, teachers should intensify efforts in the use of LMS tools in teaching Trigonometry and that students should be provided with avenue wherein they can enhance their skills in technology and be engaged in the learning process. Michael L. Novero "The Use of an Online Learning Management System to Assess the Performance of the Students in Trigonometry" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-7 | Issue-5 , October 2023, URL: https://www.ijtsrd.com/papers/ijtsrd59946.pdf Paper Url: https://www.ijtsrd.com/mathemetics/other/59946/the-use-of-an-online-learning-management-system-to-assess-the-performance-of-the-students-in-trigonometry/michael-l-novero
Role of digital gadgets in transformation of traditional learning to digital ...Dr. C.V. Suresh Babu
Indian Science Techno Festival ISTF-2021 (Virtual) organized by Raman Science & Technology Foundation, National Council of Teacher Scientist, India and APJ Abdul Kalam National Council of Young Scientist on 26-28 Feb 2021
The results of the mathematics learning of junior high school students have not been satisfactory. This is due to the low understanding of students' mathematical concepts. The purpose of this research is to identify the influence of cooperative learning model and learning style towards the understanding of the mathematical concepts of Junior High School students. The method is factorial experiments with 2 x 3 and sample of the study is 60 students of 8th grade junior high school. The analysis results of variance (ANOVA) indicate the following: the use of cooperative learning model of type Student Team Achievement Division influenced the understanding of the mathematical concepts significantly, there is an significant influence of the learning style towards an understanding of mathematical concepts, and there is also a significant influence of the interaction of cooperative learning model of type Student Team Achievement Division and learning style towards the understanding of mathematical concepts. So it can be concluded that the cooperative learning model can improve understanding of students' mathematical concepts and learning styles is a individual differences of learning students in absorbing mathematics subject matter. We hope that this study can be beneficial for further research to improve student’s achievements in mathematics.
The impact of gamification technology on students performance motivation Sherin El-Rashied
To study The Impact of Gamification Technology on Students’ performance and motivation in schools. This topic is considered a new trend, as many people are unaware of the word “gamification” and the relation it has to do with learning.
The Development Problem Based Learning Collaborative Model in Sociology Learn...iosrjce
This reseach in based on the real condition Senior High School Sociology learning activity in
Madiun regency which is still far from what we wish, still focus on cognitive aspect. Affective aspect and skill
need a little touch, if it is impossible to say they are still untouched. Even, we are obliged to implement the
attitude or character values in the activity of learning.
The purpose of the research is: (1) to recognize the recent condition of sociology learning activity, (2) to
create a sociology learning model, Problem Based Learning Collaborative, (3) to identify the effectiveness of
the model in improving student achivement.
The method of the research and the model development is carried out through these stages : Preliminary
research, development design, model testing or product evaluation. Collecting the data is using observation,
interviews, questionnaries, and documentation technique. Data analysis in the preliminary research is using
qualitative approach while model testing or product evaluation is using quantitative approach experiment. Ttest
isused to determine the differences between Problem Based Leraning Collaborative model and varied
lecturing model.
The result of the study is concluded as follows: (1) Sociology learning activity in Madiun Regancy is still
varied in delivering the knowledge, not yet focus on delivering of the value. Also the process of learning
evaluation is still focus on cognitive aspect ( knowledge ). Where as according to curriculum, sociology must be
conducted as an integral subject. The aim must also touch all aspect, include : cognitive, affective, skill, and
attitude. That is why, it is needed to conduct Problem Based Learning Collaborative model. (2) After being
validated by a team of experts and practitioners, the draft of Problem Based Learning Collaborative Model is
experimented in, among others, SMAN 1 Parang. The result of the model can be understood and implemented
by both teachers and students. After the trial, the model is applied as a restricted quasi–experimental test in
SMAN Bungkal Ponorogo and SMAN Badegan Ponorogo. The results show that the experimental groups have a
better average than the control group both in the cognitive aspect and the affective one. When the model is
applied extensively in SMAN 1 Parang, SMAN 2 MAGETAN, SMAN Sukomoro, SMAN Sampung, the results
remains the same. It shows that the experimental groups heve a better average than the contol ones, both in the
coginitive aspect and the affective one. Applying the model, it shows that the model effects the students
significantly in increasing the achivement ( cognitive aspect ) and strengthen the character and attitude
( affective aspect and skill ) compared with the varied lecturing model. Thus, it can be concluded that the groups
using Problem Bsed Learning Collaboraive Model has a better achivement and effort in implementing the
characters values more than that of using varied lecturing model.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
The education in the 21st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21st century learning skill is communication, collaboration, critical thinking, creativity and innovation. A cooperation skill in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.
This research aimed to produce a learning trajectory which could help students to understand the concept of permutations through role-playing activity in the election of chairman and vice-chairman of Intra School Students Organization. This research was a design research method through three stage, 1) preliminary design/preparing for the experiment were used to design the Hypothetical Learning Trajectory, 2) design experiment was a Hypothetical Learning Trajectory test phase consisting of pilot and teaching experiment, 3) retrospective analysis. It was Indonesia’s Realistic Mathematics Education Approach at tenth grade of Senior High School No 15 Palembang. Data collecting technique were obtained from observations, recorded videos, photos, students’ sheet activities, and field documentation. The result of this research was a learning trajectory which has three activities that could help student to understand the concept of permutations, there are: 1) the students could determine the form of administrative committee and calculate the number of formed groups formation in the election from 2, 3, 4 and 5 nominated candidates, 2) Students could determine the number of groups’ formation convert into the closest form of the multiplication and the factorial, 3) by using the students understanding of factorial, students found the concept of permutations form: nPr
The impact of gamification technology on students' performance & motivation sheinharoun
Gamification technology
This topic is considered a new trend, as many people are unaware of the word “gamification” and the relation it has to do with learning.
Since the new generation learners are becoming more digitally dependent, we assumed that gamification can be used in education particularly to enhance students’ performance and motivation.
To identify to what extent learning using gaming as a tool (Gamification Technology) will affect the educational process as a powerful tool for catalyzing attention and its influence as an educational approach.
The need of gamified assessment for engaging learning experiencejournalBEEI
Gamification described as the use of game elements for purposes beyond games. As an extension of that, gamified assessment is defined as the use of gamification for assessment purposes. However, the traditional method of assessment remains the standard for student performance assessment, and this raises two assumptions. First, the current gamification implementation is still in its infancy. Thus, it is still unappealing enough for practical use. Second, there is a lack of study that brings forward the desire to have gamification implemented in the assessment. Hence, this study intends to explore the student’s perception of gamified assessment followed by their verdict, acquire the strength and weakness points of the existing implementation. In total, 86 students across several universities in Malaysia involved in this study. The present study implemented standard descriptive statistical methods for analyzing the data. The findings showed that there are needs for gamified assessment for an engaging learning experience. Besides, the results showed one of the earlier presumptions, which is the lack of study that points toward the student’s desire to have a gamified assessment. Keenly, the results of the study will emphasize the need for developing a rigorous gamified assessment model as a guideline to develop an application that engaging learning experience.
International Journal of Engineering Inventions (IJEI) provides a multidisciplinary passage for researchers, managers, professionals, practitioners and students around the globe to publish high quality, peer-reviewed articles on all theoretical and empirical aspects of Engineering and Science.
This research aims to produce a mathematics module on circle material based on the small group discussion model to improve learning outcomes. The fact is that there are 48% of students who get low mathematics learning outcomes. Another fact is that at the high school level, 62% of students in circle material scored below the minimum completeness criteria. Urgent development research was carried out to produce circular module products. The method in this research is research and development (R&D). The subjects and objects of the research were high schools and there were 32 students. Data collection techniques, material expert instruments, teachers, and student data were also obtained from the results of student pre-tests and post-tests. The data was analyzed by adding up all the assessment scores on the instruments adding up the test results and averaging the individual and classical scores. The results, and assessment of all module components by material experts, mathematics teachers, small group trials, and large group trials were 88.29%, 90.45%, 93.50%, and 92.10% in the very good category. The average score of students' post-test results is 87.50. Conclusion, this circle module can improve student learning outcomes significantly.
This was a field research (literature review and exploration) with descriptive quantitative approach. This study aims: (1) to develop a model (scheme) to assess mathematical power, (2) to test the validity of instruments of mathematical power assessment, and (3) to developa valid and reliable test and non-test instrument prototypes as a mathematical power measurement. The research instruments consist of 4 items of essay test, 20 sheets of observation on investigative activities, and 20 items of questionnaires. Validity test was conducted through constructions built up from 3 aspects of mathematical power ability. Result of instrument analysis showed that: (1) the r of instrument test = 0.947, meaning that the instrument is reliable, (2) the r of activity observation sheets = 0.912, meaning that the instrument is reliable, and (3) the r of questionnaires = 0.770, meaning that the questionnaire is reliable on 0.05 significance level. This study concludes: (a) the steps in the model (scheme) of mathematical power assessment may be used as a reference for assessing mathematical power, (b) test and non-test instruments are valid and reliable, and (c) prototypes of test and non-test instruments may be used as a measurement in mathematical power assessment.
The Implementation of Cooperative Learning Model Rally Robbin And Fan-N-Pick ...inventionjournals
This study aims to describe the application of Rally Robbin and Fan-N-Pick learning models in classroom learning, and how to improve students’ self-esteem and learning outcomes of the fifth-grade students of SDN Purwantoro 8 Malang through the implementation of Rally Robbin and Fan-N-Pick learning models. This research is a classroom action research (CAR) with the subject of the fifth-grade students of SDN Purwantoro 8 Malang. The data collection of this research used observation method, interview, test and documentation. The technique used in this research is qualitative data analysis consisting of: 1) reducing data, 2) presenting the data, 3) inferencing the result of analysis. The procedures in this study used the model developed by Kemmis and Taggart. Based on the results of data analysis obtained it was found that: 1) implementation of Rally Robbin and Fan-N-Pick learning model on the fifth-grade students of SDN Purwantoro 8 Malang is well performed; 2) the implementation of Rally Robbin and Fan-N-Pick learning models can improve students’ self-esteem; And 3) the adoption of Rally Robbin and Fan-N-Pick models can improve students’ learning outcomes
Predicting students’ intention to continue business courses on online platfor...Samsul Alam
The objective of this study was to analyze the intention of a University's business department students to continue their studies on e-learning platforms during the ongoing COVID-19 pandemic. To this end, a questionnaire was developed to collect primary data from students in business fields. The study took into account more than 285 respondents from two different universities and relied on the expectation confirmation model (ECM) theory and the structural equation model. The partial least squares (SEM-PLS) method was used to analyze the data. The results of the study showed that task skills (TS) and task challenges (TC) were significant for the enjoyment (EN) of the students which in turn had a positive effect on the satisfaction levels. Confirmation (CON) had an impact on the post adoption perceived usefulness (PAPU), which was deemed positive for student satisfaction (SAT). The SAT and psychological safety (PS) of online learning platforms were found to positively influence the continuance intention (CI) on e-learning platforms. Finally, both SAT and PS of online learning platforms were observed to positively influence CI on e-learning platforms. Further research in this area could be useful in making decisions about promoting educational programs based on e-learning. The researchers recommend that academicians and policymakers must ensure appropriate arrangements for teaching on e-learning platforms.
Confidence is key: a successful approach to teaching statisticsLearningandTeaching
Teaching statistics has increasingly been regarded as a complex mission to accomplish as it consists of many different mathematical components with many variables. Despite extensive research work in developing education in statistics, this discipline still requires significant improvement in how it is taught. Most students at university have a lack of interest in undertaking statistics courses due different factors - some of them are related to teaching techniques and others are related to method of assessment.
In these slides, Saad Odeh presents an effective teaching technique in statistics developed by SIBT teachers. Rather than enabling the cohort by providing them with extra help to progress in statistics, the idea was to improve their confidence when they do the major assessment, 'the final exam'.
Developing a Learning Trajectory on Fraction Topics by Using Realistic Mathem...iosrjce
This research and development was purposed at (1) developing a learning trajectory on fraction
topics by using Realistic Mathematics Education approach in Primary School; and (2) determining the validity,
practicality, and the effectiveness of the learning trajectory. The results of this research were (1) a learning
trajectory on fraction topics in the form of Teacher’s Guide Book and Student’s Book. (2) Teachers’ Guide Book
and the Student’s Book of learning trajectory were considered valid, practical and effective after being judged
by experts in Mathematics Educators, Language Educators, Experienced Teachers and an Educationalist.
Based on the research results, it can be concluded that the learning trajectory on Fraction Topics by using
Realistic Mathematics Education Approach can be effectively used to improve the learning effectiveness on
Fraction Topics in Primary School.
THE RESULTS OF THE BLENDED LEARNING ACTIVITIES COURSE OF INNOVATION AND INFOR...ijma
The objectives of this research were: 1 ) to find the effectiveness of the blended learning management
activity package 2) to compare the learning achievement 3) to study memory retention and 4) to study the
satisfaction with the blended learning activities. The research sample consisted of 3 0 1
st year students
enrolled in the Innovation and Information Technology for Communication and Learning course in the 2
nd
semester of the academic year 2 0 2 0 in the Major of General Science, Faculty of Education, Rajabhat
Nakhon Si Thammarat University. The research tools were: 1) a blended learning management activity
package, and 2 ) an online questionnaire on the satisfaction of the learners with the blended learning
activities. The statistics used in the data analysis were mean, S. D. and hypothesis testing using t-test
Dependent. 1) The developed efficiency was 8 0 .5 8 /8 7 .6 7 , which was the efficiency according to the
specified criteria 8 0 /8 0 . 2 ) The statistically significant comparison of the learning achievement after
receiving the learning management was higher than before the learning management at the .05 level. 3)
The study of memory retention after 2 weeks of learning management was not significantly different at the
.05 level and 4) The overall of the satisfaction blended learning activities were at the highest level.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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The impact of gamification technology on students performance motivation Sherin El-Rashied
To study The Impact of Gamification Technology on Students’ performance and motivation in schools. This topic is considered a new trend, as many people are unaware of the word “gamification” and the relation it has to do with learning.
The Development Problem Based Learning Collaborative Model in Sociology Learn...iosrjce
This reseach in based on the real condition Senior High School Sociology learning activity in
Madiun regency which is still far from what we wish, still focus on cognitive aspect. Affective aspect and skill
need a little touch, if it is impossible to say they are still untouched. Even, we are obliged to implement the
attitude or character values in the activity of learning.
The purpose of the research is: (1) to recognize the recent condition of sociology learning activity, (2) to
create a sociology learning model, Problem Based Learning Collaborative, (3) to identify the effectiveness of
the model in improving student achivement.
The method of the research and the model development is carried out through these stages : Preliminary
research, development design, model testing or product evaluation. Collecting the data is using observation,
interviews, questionnaries, and documentation technique. Data analysis in the preliminary research is using
qualitative approach while model testing or product evaluation is using quantitative approach experiment. Ttest
isused to determine the differences between Problem Based Leraning Collaborative model and varied
lecturing model.
The result of the study is concluded as follows: (1) Sociology learning activity in Madiun Regancy is still
varied in delivering the knowledge, not yet focus on delivering of the value. Also the process of learning
evaluation is still focus on cognitive aspect ( knowledge ). Where as according to curriculum, sociology must be
conducted as an integral subject. The aim must also touch all aspect, include : cognitive, affective, skill, and
attitude. That is why, it is needed to conduct Problem Based Learning Collaborative model. (2) After being
validated by a team of experts and practitioners, the draft of Problem Based Learning Collaborative Model is
experimented in, among others, SMAN 1 Parang. The result of the model can be understood and implemented
by both teachers and students. After the trial, the model is applied as a restricted quasi–experimental test in
SMAN Bungkal Ponorogo and SMAN Badegan Ponorogo. The results show that the experimental groups have a
better average than the control group both in the cognitive aspect and the affective one. When the model is
applied extensively in SMAN 1 Parang, SMAN 2 MAGETAN, SMAN Sukomoro, SMAN Sampung, the results
remains the same. It shows that the experimental groups heve a better average than the contol ones, both in the
coginitive aspect and the affective one. Applying the model, it shows that the model effects the students
significantly in increasing the achivement ( cognitive aspect ) and strengthen the character and attitude
( affective aspect and skill ) compared with the varied lecturing model. Thus, it can be concluded that the groups
using Problem Bsed Learning Collaboraive Model has a better achivement and effort in implementing the
characters values more than that of using varied lecturing model.
Gamification Strategies in a Hybrid Exemplary College CourseSzymon Machajewski
Using technology in teaching and learning finds a wide adoption in recent years. 63.3% of chief academic leaders surveyed by the Babson Survey Research Group confirm that online education is critical to their long-term strategy. Modern engagement pedagogies, such as digital gamification, hold a promise of shaping student experience. While course builders and instructors investigate new technologies and teaching methods questions arise about the instructional quality of academic courses with online content or with gamification elements. In addition, students are not the digital natives many hoped them to be. 83% of millennials report sleeping with their smartphones, but 58% have poor skills in solving problems with technology. This paper reports on a gamefully designed course, delivered in a hybrid modality, which was selected through a peer review process as an exemplary course in consideration of instructional design. The course was evaluated according to the Blackboard Exemplary Course Program rubric. Gamification was introduced in three phases: player onboarding phase, player scaffolding phase, and player endgame. Various technologies involved in the course included: MyGame gamification mobile app, Blackboard Learn, Cengage Skills Assessment Manager, Kahoot, Amazon Alexa, Google Traveler, Twitter, and others. The course focused on gamification according to the short and long game theory to engage students during lectures (short game) and throughout the semester (long game).
The education in the 21st century focuses on knowledge and encourages students to generate information and encourage developing new skills. The framework of 21st century learning skill is communication, collaboration, critical thinking, creativity and innovation. A cooperation skill in the world of education is an important thing to be done in learning. Therefore, a solution is needed to optimize student empower cooperation skills process by using the teaching material in the form of module. The objective of this research is to know the effectiveness of inquiry based learning module to empower cooperation skills. This research was conducted in one of high school in Surakarta, Indonesia. The research method is quasi experiment, used pretest and posttest design by using two randomly selected classes those were experimental class used an inquiry based learning module and control one used a modules made by biology teachers in Surakarta. The results showed that there were significant differences of learning outcomes between the control and the experimental classes based on the independent samples t-test test results, also seen with the n-gain scores that obtained at 0.78 (middle) in the control class and 0.87 (high) in the experimental class. As the study concluded, using inquiry based learning module in the learning process in effective to empower cooperation skills.
This research aimed to produce a learning trajectory which could help students to understand the concept of permutations through role-playing activity in the election of chairman and vice-chairman of Intra School Students Organization. This research was a design research method through three stage, 1) preliminary design/preparing for the experiment were used to design the Hypothetical Learning Trajectory, 2) design experiment was a Hypothetical Learning Trajectory test phase consisting of pilot and teaching experiment, 3) retrospective analysis. It was Indonesia’s Realistic Mathematics Education Approach at tenth grade of Senior High School No 15 Palembang. Data collecting technique were obtained from observations, recorded videos, photos, students’ sheet activities, and field documentation. The result of this research was a learning trajectory which has three activities that could help student to understand the concept of permutations, there are: 1) the students could determine the form of administrative committee and calculate the number of formed groups formation in the election from 2, 3, 4 and 5 nominated candidates, 2) Students could determine the number of groups’ formation convert into the closest form of the multiplication and the factorial, 3) by using the students understanding of factorial, students found the concept of permutations form: nPr
The impact of gamification technology on students' performance & motivation sheinharoun
Gamification technology
This topic is considered a new trend, as many people are unaware of the word “gamification” and the relation it has to do with learning.
Since the new generation learners are becoming more digitally dependent, we assumed that gamification can be used in education particularly to enhance students’ performance and motivation.
To identify to what extent learning using gaming as a tool (Gamification Technology) will affect the educational process as a powerful tool for catalyzing attention and its influence as an educational approach.
The need of gamified assessment for engaging learning experiencejournalBEEI
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May 6633122 Researc & Evaluation- Gamification in Education.docx
1. EDGI900: Assessment 3 Research and Evaluation
Student’sName: May Saeed M Al Khamsan
Student Number: 6633122
AssessmentURL (if applicable):
2. EDGI900: Assessment 3 Research and Evaluation
Research and Evaluation: Gamification in Education
Introduction
In this modern world, students are digital natives and embrace new technological
processes (Dikmen, 2022). They are growing up with digital technologies, unlike in the past
where learners were introduced to the technology later in life, possibly only for career purposes
(Lee & Hammer, 2014; Majuri et al., 2018). One approach to teaching and learning technology
that is yet to be implemented is gamification (Kiryakova et al., 2014). This approach will allow
learners to actively participate and engage in their own learning with high levels of motivation
(Poole et al., 2014; Thongmak, 2018).
Gamification in education uses game-like elements to help students master academic
content (Brian, 2014). These elements include game-based mechanics, aesthetics, and game
thinking that engage learners in the learning process and encourage them in addition to
promoting learning (Al-Smadi, 2014; Öztürk & Korkmaz, 2019). Most schools use game-like
elements, such as awarding points after completing an assignment correctly (Lindemans et al.,
2019), with the awarded points being the grades or ‘badges.’ Therefore, this is a reward system
in which good grades are awarded for desired behaviours and poor grades are awarded for
undesired behaviours (Mosalanejad et al., 2019). The following four annotated sources analyse
gamification in education.
Article 1
Öztürk, Ç., & Korkmaz, Ö. (2019). The Effect of Gamification Activities on Students’
Academic Achievements in Social Studies Course and Students’ Attitudes towards the
Course and Cooperative Learning Skills. Participatory Educational Research, 7(1), 1-15.
https://doi.org/10.17275/per.20.1.7.1
3. EDGI900: Assessment 3 Research and Evaluation
Theme and Scope of the Research: Öztürk and Korkmaz determine the impact of educational
games and traditional teaching strategies on learners’ academic achievement, and they examine
learners’ attitudes towards a social studies course as well as the cooperative learning skills used
therein.
Intended Audience: Secondary school teachers
Methodology
Design Participants Setting Analysis
Semi-experimental
design with pre-test
post-test control
groups
27 female and 33
male students,
totalling 60 students
A fifth-grade class
in a secondary
school in Ankara,
Turkey
Normality analysis
Findings and Conclusion
In this study, learner’s attitudes towards the gamified social studies course were
significantly different to those they held for the traditional teaching methods; the gamification
elements improved the students’ attitudes toward the course. Therefore, this method can be
applied to learners who lack interest in any course.
Limitations
The research was limited to social studies education and focused only on students’
academic achievement in a social studies course. Therefore, it is difficult to generalise the
results to other courses due to the different styles of learning required for different courses.
Comparison to the Literature
This article compared the use of gamified education to traditional teaching methods.
The findings demonstrate that educational gamification improved learners’ attitudes toward the
social studies course in question and led to academic success (Öztürk & Korkmaz, 2019).
4. EDGI900: Assessment 3 Research and Evaluation
Thongmak (2018) focused on the implementation of gamification in a classroom setting but
did not compare traditional teaching methods to gamified education. The findings of this study
demonstrate that the use of educational gamification results in improved active participation
and engagement in class. Poole et al. (2014) and Majuri et al. (2018) also did not compare the
traditional method to educational gamification, and these studies had similar results in that the
students had improved levels of engagement and actively participated more in the classroom.
Implications for Gamification in Education
The article supports gamification in education by outlining how game-like elements can
be used to improve learners’ attitudes towards courses and how they can have a positive
influence on student’s success at Ankara Secondary School (Öztürk & Korkmaz, 2019).
Article 2
Thongmak, M. (2018, August). The Use of Gamification in an Introductory Management
Information System (MIS) Course: The View of Game Participants and Game Conductors
[Paper presentation]. 27th International Conference on Information Systems Development,
Lund, Sweden.
https://core.ac.uk/download/pdf/301376311.pdf
Theme and Scope of the Research: This study provides a guide to the implementation of
educational gamification in classroom settings and an evaluation of the effects of gamified
courses. The study focuses on the perceived importance of gamification with regards to
understanding, problem-solving skills, creativity, and student engagement in a Management
Information System (MIS) course.
Intended Audience: Teachers and educational instructors
5. EDGI900: Assessment 3 Research and Evaluation
Methodology
Design Participants Setting Analysis
Experimental
design
181 first-year students who were
divided into four sections. The
first section had 46 students (17
male and 29 female), the second
comprised 41 students (20 male
and 21 female), the third section
constituted 43 students (14 male
and 29 female), and the fourth
section had 51 students (22 male
and 29 female).
Took place during the
2014, 2016, and 2017
academic years. Two of
the sections participated
in the study during the
first semester of 2014,
with the other two
sections participating
during the first semesters
of 2016 and 2017,
respectively.
Normality
analysis
and
descriptive
thematic
analysis
Findings and Conclusion
The data were recoded before and after gamification of the MIS course. The results
demonstrate improved student engagement in class compared to the non-gamified MIS course.
Class participation and attendance also improved significantly after gamifying the course.
Limitations
The study only focused on the usefulness of employing gamification on an MIS course.
The negative impacts of its implementation should also be examined in order to provide
necessary cautionary measures when it is being applied.
Comparison to the Literature
This article explored the perceived usefulness of gamification in an MIS course. The
findings demonstrate how introducing gamification in an MIS course resulted in an increase in
6. EDGI900: Assessment 3 Research and Evaluation
understanding, problem-solving skills, creativity, and attention paid to the topic (Thongmak,
2018). However, it does not address the disadvantages of using gamification in education.
Öztürk & Korkmaz (2019), Poole et al. (2014) and Majuri et al. (2018) outline the
disadvantages: 1) Poor game design can lead to critical motivational elements being omitted;
2) Learners who have negative experiences with educational game elements may resist using
this technology in future; 3) No gamification format has been established to work best for all
students; 4) Gamification can lead to rule-based experiences when using a game-like strategy
is mandatory.
Implications for Gamification in Education
This article contributed by suggesting the development of student-led gamification in
order to improve understanding, problem-solving skills, creativity, and attention paid to the
topic (Thongmak, 2018). The study supports the topic by outlining how the use of gamification
led to improved engagement from students in an MIS course. These measures can be replicated
by other teachers and instructors in different educational settings (Thongmak, 2018).
Article 3
Poole, S., Kemp, E., Patterson, L., & Williams, K. (2014). Get Your Head in the Game:
Using Gamification in Business Education to Connect with Generation Y. Journal for
Excellence in Business Education, 3(2).
https://repository.usfca.edu/cgi/viewcontent.cgi?article=1006&context=ml
Theme and Scope of the Research: Generation Y students seek learning environments that
are relaxed, flexible, interactive, and engaging. This study investigates how the use of
gamification mechanics and customer engagement principles in college business courses can
promote learning and engagement among Generation Y learners.
Intended Audience: Teachers of Generation Y students
7. EDGI900: Assessment 3 Research and Evaluation
Methodology
Design Participants Setting Analysis
Qualitative design Fifty-five students
(20 male and 30
female)
A college of business
administration at a
southern university in the
United States of America
Qualitative
content analysis
Findings and Conclusion
Students were put in two different classes: One class was taught traditionally using
PowerPoint presentations, while the second class had the gamification method implemented.
After a three-week course, the second class demonstrated more motivation and active
participation in class activities.
Limitations
Only one university was used to draw the sample for this study. It is recommended that
several universities be used to draw a sample in order to assess the influence of institutions’
contexts.
Comparison to the Literature
This study reveals that students who use gamification techniques experience more
positive emotional responses to instruction (Poole et al., 2014). Thus, the use of gamification
strategies facilitates learner engagement and fosters learning among students. In addition,
Majuri et al. (2018), Thongmak (2018), and Öztürk and Korkmaz (2019) explain that
gamification methods make learning fun, thereby increasing learners’ motivation to actively
participate in learning activities. Furthermore, Öztürk and Korkmaz (2019) compare the fun
and motivation levels fostered by the gamification method in comparison to traditional
methods.
8. EDGI900: Assessment 3 Research and Evaluation
Implications for Gamification in Education
Generation Y has different experiences and expectations, and their information
processing seems different from previous generations of learners. Therefore, it is essential to
find and apply pedagogical techniques that are most relevant to the group (Poole et al., 2014).
Gamification may be one such technique.
Article 4
Majuri, J., Koivisto, J., & Hamari, J. (2018, May). Gamification of education and learning: A
review of empirical literature. GamiFIN Conference 2018, Pori, Finland.
https://core.ac.uk/download/pdf/250155772.pdf
Theme and Scope of the Research: Gamified learning has become one of the significant
technological methods for improving and retaining student engagement. This is the reason
many learning institutions are implementing educational gamification. This study comprises a
literature review on gamification in teaching and learning in order to determine improvements
in student engagement as a result of gamified learning.
Intended Audience: Teachers and students
Methodology
Design Participants Setting Analysis
Literature review of
empirical research
studies
A total of 128
empirical research
papers
Scopus database Concept map
analysis
9. EDGI900: Assessment 3 Research and Evaluation
Findings and Conclusion
The findings outline the most common affordances, including points, challenges,
badges, and leaderboard-type affordances. It has been noted that these affordances are
commonly executed in gamification research.
Limitations
In relation to the analysis of the current body of research on gamified educational
solutions, there are unclear themes in the research. Therefore, future research should explore
the scope of the affordances applied in the context of education in more depth, and more
research should be conducted on socially- and immersion-oriented affordances in gamification
approaches.
Comparison to the Literature
Majuri et al. (2018) investigate students’ perceived enjoyment, fun, engagement, and
motivation, which are common results when gamifying course studies or using gamification in
education. Likewise, Poole et al. (2014) and Thongmak (2018) state that combining fun with
learning leads to better learning experiences. Öztürk and Korkmaz (2019) outline how this
technology results in a better learning experience compared to traditional teaching methods.
Implications for Gamification in Education
This article is important because it provides a conclusive understanding of the
gamification of education by addressing the themes of student motivation, engagement,
enjoyment, active participation, and affordances through the review of various empirical
research papers (Majuri et al., 2018).
Discussion
The emergence of gamification is an important method for ensuring students’ good
behaviour and improving their academic performance. Gamification offers both benefits and
10. EDGI900: Assessment 3 Research and Evaluation
implementation challenges, and educational institutions are increasingly including it in their
teaching methods. Improved academic performance is a result of increased mastery of
knowledge and skills (Dikmen, 2022). Several studies, including Öztürk and Korkmaz (2019),
show improved content mastery in experimental groups who use gamification in comparison
to control groups that use traditional teaching methods, such as PowerPoint presentations.
The dominant theme in the cited resources is the effects of the implementation of
gamification in education and its benefits. Gamification has also been used to promote
businesses by awarding the players badges and even discounts when they win the game
(Barghani, 2020). Games that are intended to promote a positive lifestyle are also beginning to
enter the market. For example, Google PowerMeter motivates users by reducing household
energy usage through the implementation of progress bars and collectable badges (Lee &
Hammer, 2014).
Similarly, studies show that gamification motivates learners to actively participate in
school activities and increases attendance. Schwartz (2017) reveals many benefits of
gamification in education, including increasing students’ levels of engagement and active
participation, improving their mastery of knowledge and skills, and fostering extreme self-
motivation that manifests as a desire to overcome challenges combined with the belief that
success is imminent.
In addition, the studies also indicate that learners enjoy applying game-like elements in
education when these resources are easily accessible. The findings show that the effectiveness
of gamification is high as students can repeat specific activities until they master the content in
order to win points or badges (Mosalanejad et al., 2019). Such findings encourage the increased
use of this technology in education and in other fields, such as business, where it can be used
to promote products through discounts.
11. EDGI900: Assessment 3 Research and Evaluation
Conclusion
From these annotated articles, it is evident that the implementation of gamification in
education does better than harm. The benefits of a gamified learning include improved class
engagement, increased active participation, strong motivation towards learning, and increased
enjoyment. Öztürk and Korkmaz (2019) indicate that these benefits are what make the
difference between this technological intervention and traditional teaching methods. They
further outline some of the disadvantages of gamified learning, including poor game design
leading to critical motivational elements being omitted and some students struggling with
applying this technology in their education due to previous negative experiences.
Most of the studies implemented the gamification method in specific levels of
education. For instance, Öztürk and Korkmaz (2019) focus on students in fifth grade at a
secondary school, Poole et al.’ (2014) study addresses only Generation Y students, and
Thongmak’s (2018) study centres on first-year college students. Majuri et al. (2018) were the
only researchers who addressed the implementation of gamification in basic education through
to higher education. More studies need to address the use of this technology across all levels
of education to determine its general effects.
12. EDGI900: Assessment 3 Research and Evaluation
References
Al-Smadi, M. (2014, November). GAMEDUCATION: Using game mechanics and dynamics
to enhance online learning [Paper Presentation]. Name of conference, location.
Barghani, Z. (2020). The Benefits of Gamification in Learning. International Journal of
Advance Research and Innovative Ideas in Education, 6(2).
Brian, A. (2014). Gamification in education. Proceedings Of ASBBS, 21(1) (pp. XX–XX).
Dikmen, M. (2022). Does Gamification Affect Academic Achievement? A Meta-Analysis of
Studies conducted in Turkey. International Journal of Curriculum and Instruction,
13(3).
Kiryakova, G., Angelova, N., & Yordanova, L. (2014). Gamification in education. Retrieved
from https://www.sun.ac.za/english/learning-
teaching/ctl/Documents/Gamification%20in%20education.pdf.
Lee, J., & Hammer, J. (2014). Gamification in Education: What, How, Why Bother?
Academic Exchange Quarterly 15(2), 1–5.
Lindemans, J., Bartmann, N., Bonick, J., & Garland, S. (2019). Games and gamification.
Center For Advanced Hindsight.
Majuri, J., Koivisto, J., & Hamari, J. (2018, May). Gamification of education and learning: A
review of empirical literature [Paper presentation]. Name of conference, location.
https://core.ac.uk/download/pdf/250155772.pdf
Mosalanejad, L., Abdollahifard, S., & Abdian, T. (2019). Psychiatry Gamification from
Blended Learning Models and Efficacy of This Program on Students. Name of
Journal, volume no.(issue no.), pg no. https://doi.org/10.4103/jehp.jehp_352_19
Öztürk, Ç., & Korkmaz, Ö. (2019). The Effect of Gamification Activities on Students’
Academic Achievements in Social Studies Course, Attitudes towards the Course and
13. EDGI900: Assessment 3 Research and Evaluation
Cooperative Learning Skills. Participatory Educational Research, 7(1), 1-15.
https://doi.org/10.17275/per.20.1.7.1
Poole, S., Kemp, E., Patterson, L., & Williams, K. (2014). Get Your Head in the Game:
Using Gamification in Business Education to Connect with Generation Y. Journal for
Excellence in Business Education, 3(2).
https://repository.usfca.edu/cgi/viewcontent.cgi?article=1006&context=ml
Schwartz, M. (2017). Teaching with gamification. Ryerson University Learning & Teaching
Office. Retrieved from https://www.ryerson.ca/content/dam/learning-
teaching/teaching-resources/teach-a-course/gamification.pdf.
Thongmak, M. (2018, August). The Use of Gamification in an Introductory Management
Information System (MIS) Course: The View of Game Participants and Game
Conductors [Paper presentation]. 27th International Conference on Information
Systems Development, Lund, Sweden. https://core.ac.uk/download/pdf/301376311.pdf