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.
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.
1) The document describes an action research proposal that aims to determine the effectiveness of using collaborative artistic timeline-making to improve 8th grade students' retention of world history facts and events in Kabacan National High School.
2) The school achieved only 62% on the national achievement test in Araling Panlipunan, and the teacher observed students had difficulty remembering dates and found the lessons boring. The study aims to introduce an engaging strategy to address these issues.
3) If results are favorable, the teacher plans to continue using the strategy and share findings to help other teachers. The study may also lead to exploring other teaching methods.
The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.
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.
Application of addie model of instruction in teaching learning transaction am...Alexander Decker
This document discusses the application of the ADDIE model of instruction among teachers in Mara Conference Adventist Secondary Schools in Tanzania. It investigated the demographic characteristics of the teachers, the trends in how they apply the different parts of the ADDIE model, and whether application differed based on teacher characteristics. The study found that implementation was given highest priority while evaluation was lowest. Application decreased with years of teaching experience until 10+ years. It recommends in-service training to strengthen long-term application and further study on why application decreases with experience.
Preferred Supplementary Materials of Grade 10 Students during the Implementat...marlex0511
This document summarizes a study that aimed to determine the preferred supplementary materials of selected Grade 10 students during modular distance learning implementation in Jalajala National High School. The study used a descriptive research design and surveyed 127 students. It found that female students outnumbered males, most students were the prescribed school age, and cellular phones were the most commonly used device. Students preferred supplementary materials that could be accessed via cellphone and Facebook, in video, document, and presentation formats. The study recommends continuing and expanding the provision of supplementary materials tailored to students' preferences.
A learning program not only aims to make students understand and master what and how things happen, but also provide an understanding of why it happened. Thus, a lesson that emphasizes problem-solving becomes very important to teach. One form of learning that emphasizes the problem solving is to apply systematic approach to problem solving. This is a guide to perform an action that serves to assist a person in solving a problem. Problem solving steps based on systematic approach to problem solving consists of four stages, namely problem analysis, problem solving process planning, calculation operations, and checking answers and interpretation of results. This study is a classroom action research that aims to see the inceasing of student learning outcomes after applied systematic approach to problem solving. The subject of this research is 25 students of class VIIIA MTs Salafiyah Syafi'iyah Tebuireng Jombang. Instruments in this study is a matter of student learning outcomes on the material wake up space. This research was conducted in two cycles because in the second cycle has reached the indicator of success that students achieve the minimal clarity of at least 75%. The results showed that student learning outcomes in the first cycle reached 36% classical completeness, and in the second cycle of classical completeness of 84%. This shows that the application of systematic approach to problem solving can increase student learning outcomes.
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.
1) The document describes an action research proposal that aims to determine the effectiveness of using collaborative artistic timeline-making to improve 8th grade students' retention of world history facts and events in Kabacan National High School.
2) The school achieved only 62% on the national achievement test in Araling Panlipunan, and the teacher observed students had difficulty remembering dates and found the lessons boring. The study aims to introduce an engaging strategy to address these issues.
3) If results are favorable, the teacher plans to continue using the strategy and share findings to help other teachers. The study may also lead to exploring other teaching methods.
The document proposes a study to assess the effectiveness and influences of a numeracy assessment tool among high school learners in Ormoc City Division. Specifically, the study would analyze test score data to determine students' mastery of fundamental math operations, identify factors affecting performance, and measure how well the assessment tool identifies areas of strength and weakness. The results could inform potential interventions like remedial programs to improve numeracy. The research aims to contribute to educational goals of developing strong foundational math skills and ensure inclusive, quality education.
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.
Application of addie model of instruction in teaching learning transaction am...Alexander Decker
This document discusses the application of the ADDIE model of instruction among teachers in Mara Conference Adventist Secondary Schools in Tanzania. It investigated the demographic characteristics of the teachers, the trends in how they apply the different parts of the ADDIE model, and whether application differed based on teacher characteristics. The study found that implementation was given highest priority while evaluation was lowest. Application decreased with years of teaching experience until 10+ years. It recommends in-service training to strengthen long-term application and further study on why application decreases with experience.
Preferred Supplementary Materials of Grade 10 Students during the Implementat...marlex0511
This document summarizes a study that aimed to determine the preferred supplementary materials of selected Grade 10 students during modular distance learning implementation in Jalajala National High School. The study used a descriptive research design and surveyed 127 students. It found that female students outnumbered males, most students were the prescribed school age, and cellular phones were the most commonly used device. Students preferred supplementary materials that could be accessed via cellphone and Facebook, in video, document, and presentation formats. The study recommends continuing and expanding the provision of supplementary materials tailored to students' preferences.
A learning program not only aims to make students understand and master what and how things happen, but also provide an understanding of why it happened. Thus, a lesson that emphasizes problem-solving becomes very important to teach. One form of learning that emphasizes the problem solving is to apply systematic approach to problem solving. This is a guide to perform an action that serves to assist a person in solving a problem. Problem solving steps based on systematic approach to problem solving consists of four stages, namely problem analysis, problem solving process planning, calculation operations, and checking answers and interpretation of results. This study is a classroom action research that aims to see the inceasing of student learning outcomes after applied systematic approach to problem solving. The subject of this research is 25 students of class VIIIA MTs Salafiyah Syafi'iyah Tebuireng Jombang. Instruments in this study is a matter of student learning outcomes on the material wake up space. This research was conducted in two cycles because in the second cycle has reached the indicator of success that students achieve the minimal clarity of at least 75%. The results showed that student learning outcomes in the first cycle reached 36% classical completeness, and in the second cycle of classical completeness of 84%. This shows that the application of systematic approach to problem solving can increase student learning outcomes.
This chapter introduces the background and context of the study. It discusses how mathematics is an important subject for business students and the demands of modern technology. It also outlines challenges facing the Polytechnic University of the Philippines (PUP) Calauan Campus in teaching mathematics to its 545 students with limited facilities. The theoretical framework discusses factors that influence student mathematics performance such as the curriculum, faculty, student services, physical facilities, family education, values, and social relationships. The study aims to determine the relationship between these school and family factors and the mathematics performance of PUP Calauan students.
In many schools, the vision mission just "exists" and not become a guideline especially implementation of learning. The school just execute school routine without knowing the meaning of implementation. This is unfortunate, because the vision and mission are a unique destination that covers the activity and can be utilized as the power of quality of the service organization. How is the capacity of school management in developing the vision and mission? The goal of the research is to describe and analyze the capacity of school management in developing the vision and mission. This study used a qualitative approach with case studies. Data collection methods used are interviews, observation, and study of the document/artifact. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results show that schools which establish vision and mission based on noble values of the founders have a strong base for the development.
NISHTHA through DIKSHA for CPD of Teachers: A Study of Technology Integration...Dr. Vinod Kumar Kanvaria
National Conference on NEP 2020: Towards Transforming Teacher Education (NCNEPTE2020)
A Paper Presentation at RIE (NCERT), Bhubaneswar on 25 February, 2022
Dr. Vinod Kumar Kanvaria & Ms. Vaishali Dubey
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
Despite its central place in the mathematics curriculum the notion of mathematical proof has failed to permeate the curriculum at all scholastic levels. While the concept of mathematical proof can serve as a vehicle for inculcating mathematical thinking, studies have revealed that students experience serious difficulties with proving that include (a) not knowing how to begin the proving process, (b) the proclivity to use empirical verifications for tasks that call for axiomatic methods of proving, and (c) resorting to rote memorization of uncoordinated fragments of proof facts. While several studies have been conducted with the aim of addressing students’ fragile grasp of mathematical proof the majority of such studies have been based on activities that involve students reflecting and expressing their level of convincement in arguments supplied by the researchers, thereby compromising the voice of the informants. Further, research focus has been on the front instead of the back of mathematics. Hence, there is a dearth in research studies into students’ thinking processes around mathematical proof that are grounded in students’ own proof attempts. Therefore current investigations should aim at identifying critical elements of students’ knowledge of the notion of proof that are informed by students’ actual individual proof construction attempts.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students’ learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.
This research aimed to find out the constraints occurring in the implementation of craft and entrepreneurship education. This research employed qualitative research method. The research was taken place in three schools in DKI Jakarta as the beneficiaries of entrepreneurship program grant from the government. Data was collected through interview and observation. The result of research showed the less optimum implementation of craft and entrepreneurship education. The constraints the teacher encountered in the implementation of Craft and Entrepreneurship subject were: teacher having no background of Entrepreneurship Education, No Subject Teacher Discussion (MGMP) group available and no supporting activity for Craft and Entrepreneurship subject. Therefore, this research recommended the reinforcement of entrepreneurship education learning through establishing MGMP team, teacher training, and sustainable integration of entrepreneurship subject and program.
This document summarizes a research study on implementing Invitational Education (IE) at two schools through professional development workshops. The study collected teachers' views on intentionally developing an inviting school culture using IE. An awareness workshop on IE was conducted at each school. Data was collected through having participants envision how IE could be implemented using naive sketches. The data revealed categories related to the core components of IE, including assuming an inviting stance and the four levels and dimensions of the IE model. The workshops aimed to deepen understanding of IE and transform assumptions to change teaching practices and improve student success through a more inviting school culture.
The document analyzes the elementary school principal development program in Yogyakarta, Indonesia. It found that the program involves regulations, standards, grants, and professional development. Success depends on supervisor and principal performance, financial support, and meeting standards. However, limitations include complex administration, bureaucracy, compliance demands, lack of monitoring, and relationship issues.
This journal study examines the gaps between policies promoting innovative instructional strategies in Indian classrooms and the realities teachers face. The study uses qualitative interviews with 17 primary and elementary teachers. Key findings include: significant issues with resources, infrastructure, class sizes, and syllabus pressures preventing policy implementation. Teachers report lack of input in policymaking and inadequate teacher training as reasons for these gaps. The study concludes that addressing classroom realities and increasing teacher involvement in policy are needed to successfully promote instructional innovation.
The document summarizes a dissertation on the effectiveness of a blended learning programme on student achievement in science. It includes an introduction describing blended learning and the need for the study. The study used an experimental research design with 40 7th grade students. It developed a blended learning programme, administered a pre-test and post-test, and found a significant difference in scores, indicating the programme improved student achievement in science. The dissertation concluded the blended learning programme was an effective teaching method.
This document discusses determining the appropriate blend of blended learning. It begins by defining blended learning as combining face-to-face and online learning. The challenge is determining the best blended learning strategies to achieve learning outcomes. The study developed a model of criteria for lecturers in Indonesia's SPADA program to determine the appropriate blended learning strategy. Formative evaluations with experts and lecturers found that the model is conceptually sound, effective, and implementable as a guide for lecturers. The study addresses the need for models tailored to specific contexts like SPADA to help designers blend online and in-person learning optimally.
The Primary Exit Profile: What does this mean for STEM in Jamaican Primary Sc...Lorain Senior
This document represents my original contribution as a part of the criteria for completion off the Capstone Experience Project in fulfillment of the M/Ed. in S.T.E.M Leadership at the American College of Education.
Factors influencing academic achievement in quantitative courses among busine...Alexander Decker
This document summarizes a study that examined factors influencing the academic achievement of business students in quantitative courses at private higher education institutions in South Africa. A questionnaire was administered to 119 students to understand how lecturer competence, teaching methods, quality of learning materials, minimum admission criteria, and mathematics aptitude impacted their performance. The results of the analysis found that lecturer competence, teaching methods, and quality of learning materials had a significant positive influence on students' academic achievement, while mathematics aptitude and minimum admission criteria did not significantly influence achievement.
THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFO...IJITE
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning Performance In The University Context. The Study Was Important Since It Highlighted How Different Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires. Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing. The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their Classroom Outcomes.
The document summarizes a literature review on gamification elements used in teaching and learning from 2016 to 2018. It finds that points, leaderboards, and digital badges were the most common elements applied. Studies showed gamification had positive impacts on student engagement, achievement, and motivation at both university and school levels. However, more research is still needed to identify the most effective elements and how gamification can be applied in different contexts.
Using gamification principles like badges and leaderboards, this study evaluated the impact on learner engagement in online university preparatory courses on Moodle. Data from 193 participants showed learners spent 25% more time on gamified course activities compared to non-gamified ones. The study suggests gamification can increase learner motivation and performance by rewarding accomplishments and progress through levels with badges. Educators should consider building gamification tools to enhance student engagement in an entertaining learning environment.
May 6633122 Researc & Evaluation- Gamification in Education_.docxMaySaeed5
The document summarizes four research articles on gamification in education. The articles found that introducing game elements into courses improved student engagement, motivation, and academic performance compared to traditional teaching methods. However, gamification implementation faces challenges such as poor game design reducing motivation. Most studies focused on specific education levels, so more research is needed on gamification's effects across all levels. While benefits exist, disadvantages like unmotivating game experiences for some students require attention. Overall, gamification can enhance learning when properly implemented.
May 6633122 Researc & Evaluation- Gamification in Education.docxMay Saeed
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.
This chapter introduces the background and context of the study. It discusses how mathematics is an important subject for business students and the demands of modern technology. It also outlines challenges facing the Polytechnic University of the Philippines (PUP) Calauan Campus in teaching mathematics to its 545 students with limited facilities. The theoretical framework discusses factors that influence student mathematics performance such as the curriculum, faculty, student services, physical facilities, family education, values, and social relationships. The study aims to determine the relationship between these school and family factors and the mathematics performance of PUP Calauan students.
In many schools, the vision mission just "exists" and not become a guideline especially implementation of learning. The school just execute school routine without knowing the meaning of implementation. This is unfortunate, because the vision and mission are a unique destination that covers the activity and can be utilized as the power of quality of the service organization. How is the capacity of school management in developing the vision and mission? The goal of the research is to describe and analyze the capacity of school management in developing the vision and mission. This study used a qualitative approach with case studies. Data collection methods used are interviews, observation, and study of the document/artifact. The validity of the data is done with credibility, transferability, dependability, and confirmability. The results show that schools which establish vision and mission based on noble values of the founders have a strong base for the development.
NISHTHA through DIKSHA for CPD of Teachers: A Study of Technology Integration...Dr. Vinod Kumar Kanvaria
National Conference on NEP 2020: Towards Transforming Teacher Education (NCNEPTE2020)
A Paper Presentation at RIE (NCERT), Bhubaneswar on 25 February, 2022
Dr. Vinod Kumar Kanvaria & Ms. Vaishali Dubey
A Development of Students’ Worksheet Based on Contextual Teaching and LearningIOSRJM
This research is aimed at developing the students’ worksheet to determine the quality of validity and practicality aspects based on expert’s assessment of materials, expert’s design, media specialists, an individual assessment of students’ testing, a small group assessment of students trial, and a field trials assessment of students.This study is adapted from the development of ADDIE model which consists of 5 stages: 1) Analysis, 2) design, 3) Development, 4) Implementation, and 5) evaluation. The results showed that the quality of students' worksheet of mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning basically on the assessment of: 1) the experts’ of subject materials is obtained a total average of 3.81 is included in the category of "Good" or scored 76.2 % which is included in the category of "Very Decent", 2) the experts’ design is obtained a total average of 3.62 which is included in the category of "Good" or scored 72.4% which is included in the category "Decent", 3) the experts’ of media is obtained scored 4:43 which is included in the category of "Good" or scored 88.6% which is in the category of "Very Decent".Whereas, the assessment by the students is done in three stages: 1) an individual assessment of students’ testing is obtained average total of 4.75 which is included in the category of "Very Good" or 95% which is included in the category of "Very Decent", 2) a small group assessment of students trial is obtained total average of 4:58 which is included in the category of "Very Good" or scored 91.6% thus it is included in the category of "Very Decent", 3) a field trials assessment of students is obtained a total average of 4:43 which is included in the category of "Very Good" or scored 88.6% thus it is included in the category of "Very Decent". Thus mathematics on materials of factorization in algebra-based on Contextual Teaching and Learning (CTL) is declared valid and practical so it can be used as the learning equipment of mathematics at the factorization material algebra.
Purpose: This study aims to identify the problem solving abilities possessed by junior high school students. The type of research used is quantitative which uses a research design survey. The sample of this study is 98 students taken based on purposive sampling techniques. This study uses descriptive statistics to analyze the data generated. From the results of the analysis that has been done, it was found that there is a problem solving indicator by students in mathematics which is a indicated by the indicators of planning a solution which has a good category of a 56.1% (55 of 98) students, the indicator of problem solving has a good category of a 56.1% (55 out of 98) students, indicators of a problem solving planning had a good category of a 54.1% (53 of 98) students, and an indicator of understanding a problem had a good category of a 60.2% (59 of 98) students.
Despite its central place in the mathematics curriculum the notion of mathematical proof has failed to permeate the curriculum at all scholastic levels. While the concept of mathematical proof can serve as a vehicle for inculcating mathematical thinking, studies have revealed that students experience serious difficulties with proving that include (a) not knowing how to begin the proving process, (b) the proclivity to use empirical verifications for tasks that call for axiomatic methods of proving, and (c) resorting to rote memorization of uncoordinated fragments of proof facts. While several studies have been conducted with the aim of addressing students’ fragile grasp of mathematical proof the majority of such studies have been based on activities that involve students reflecting and expressing their level of convincement in arguments supplied by the researchers, thereby compromising the voice of the informants. Further, research focus has been on the front instead of the back of mathematics. Hence, there is a dearth in research studies into students’ thinking processes around mathematical proof that are grounded in students’ own proof attempts. Therefore current investigations should aim at identifying critical elements of students’ knowledge of the notion of proof that are informed by students’ actual individual proof construction attempts.
Metacognitive Strategies: Instructional Approaches in Teaching and Learning o...IJAEMSJORNAL
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Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning Performance In The University Context. The Study Was Important Since It Highlighted How Different Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires. Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing. The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their Classroom Outcomes.
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The document summarizes four research articles on gamification in education. The articles found that introducing game elements into courses improved student engagement, motivation, and academic performance compared to traditional teaching methods. However, gamification implementation faces challenges such as poor game design reducing motivation. Most studies focused on specific education levels, so more research is needed on gamification's effects across all levels. While benefits exist, disadvantages like unmotivating game experiences for some students require attention. Overall, gamification can enhance learning when properly implemented.
May 6633122 Researc & Evaluation- Gamification in Education.docxMay Saeed
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.
May 6633122 Researc & Evaluation- Gamification in Education.docxMay Saeed
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.
May 6633122 Researc & Evaluation- Gamification in Education.docxMay Saeed
The document summarizes four research articles on gamification in education. The articles found that introducing game elements into classroom lessons improved student engagement, motivation, and academic performance compared to traditional teaching methods. However, gamification implementation faces challenges such as poor game design leaving out motivational elements. More research is needed across different age groups and subjects to understand gamification's full impacts on learning. Overall, the studies demonstrated that gamification can positively influence the learning process when implemented appropriately.
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Critical thinking skills are important for solving global warming problems. This critical thinking skill is grown through learning with an interactive e-module for global warming designed to cultivate critical thinking skills.The purpose of this research is to develop an interactive e-module for critical thinking skills on global warming. This research was designed with Research and Develomment (R&D). The product has been validated by the design of the learning expert through the assessment and qualitatively analyzed descriptive. The product was tested with a quasi experimentsNon-equivalent control group pretest-posttest.Classroom experimental learning using an interactive e-module, but control class learning using conventional books. The test subjects are students from one high school in Bandar Lampung. The result is that the average of N-gain of experiment class is higher than control class, that is 0.77 for the experimental class and 0.55 for the control class. The ability of critical thinking skills on global warming for the experimental class increased significantly by 95%. In conclusion e-module interactive global warming can cultivate critical thinking skills.
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In this article, we determine how to facilitate the analysis of serious games so that teachers could effectively integrate them in their teaching. The aim is to identify the mechanisms that would make serious games exploitation useful. We propose a method for the analysis of serious games that is based on the separation of their components along three phases. In addition, we set up a platform based on a data analysis process that is composed of six steps that help to set the basis of a verification procedure that targets the content of a game and thus facilitates the work of teachers through effective implementation of serious games as teaching strategies (TIC). The obtained experimental results show that 82.5% of the study participants expressed that the use of the platform has helped them to change their perspective on the need to use serious games as an educational tool.
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This document provides an abstract and introduction for a comparative analysis of the i-Ready, IXL, and Prodigy learning software programs. It examines these three programs and their effectiveness based on student performance on math portions of standardized assessments. The study aims to determine which program has the greatest impact on student growth and achievement. It reviews the relevant literature around the rise of educational technology and standardized testing.
THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFO...IJITE
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning Performance In The University Context. The Study Was Important Since It Highlighted How Different Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires. Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing. The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their Classroom Outcomes.
THE IMPACT OF SIMULATION ON TEACHING EFFECTIVENESS AND STUDENT LEARNING PERFO...IJITE
Simulation Strategy Is Increasingly Becoming A Popular Educational Tool In The Production Of Highly
Qualified Professionals In The Field Of Education, Health, And Applied Sciences. Particularly, The
Strategy Helps Improve Teaching Practice Effectiveness And Student Learning Performance. This
Research Paper Aimed At Investigating The Effectiveness Of Simulation In Teaching And Student Learning
Performance In The University Context. The Study Was Important Since It Highlighted How Different
Kinds Of Simulation Improve Teaching Practice Effectiveness And Student Learning Performance. The
Explanatory Research Design Was Used In This Research Where Data Was Collected Using Close-Ended
Questionnaires Designed To Utilize Likert Scale Described In The Methodology Section. The Study
Targeted 150 Student Participants. However, Only 134 Students Filled And Returned Their Questionnaires.
Both Descriptive And Statistical Analysis Techniques Were Applied In This Research. Descriptive
Statistics, Particularly Percentages Were Used In Describing Participant Information. Also, Statistical
Analysis Was Used In Determining Reliability Of The Questionnaire As Well As For Hypothesis Testing.
The Study Indicated That Social Process Simulation, Diagnostic Simulation, And Data Management
Simulation Have A Statistically Significant Positive Relationship With Teaching Practice Effectiveness And
Student Learning Performance. Based On The Findings, It Was Concluded And Recommended That
Teachers And Students Should Accept The Use Of Simulation In Their Classroom To Enhance Their
Classroom Outcomes.
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Problems such as impracticability and ineffectiveness are encountered in practice in-service training for teachers in Turkey.Although several suggestions have been proposed, the problems still remain. This study illustrates a new way for the development of in-service training, with high school teachers’ opinions, which is in-service trainings enhanced with adult learning characteristics. The participants were determined randomly and administered a 25-item Likert type survey. Results of the survey evaluated statistically by applying t-test and ANOVA. It is found that there is statistically significant difference between teachers in terms of gender, age, seniority and subject field variables. On the basis of the whole paper, teachers are enthusiastic to take part in in-service trainings enhanced with adult learning features rather than traditional ones. At the end of the paper, it is recommended that while preparing in-service training, demographic differences among teachers should be taken into account.
Education sector is heavily affected by COVID-19 pandemic, leading to
reduced learning motivation among students. Factors including dismal
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students’ lower motivation among students. This study investigated the use
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during online learning. In this qualitative experimental research with
thematic analysis, three classes with a total of 51 students and three teachers
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students’ learning interests, leading to greater attention, engagement, and
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referred to as the "New Great Game." This research centres on the power struggle, considering
geopolitical, geostrategic, and geoeconomic variables. Topics including trade, political hegemony, oil
politics, and conventional and nontraditional security are all explored and explained by the researcher.
Using Mackinder's Heartland, Spykman Rimland, and Hegemonic Stability theories, examines China's role
in Central Asia. This study adheres to the empirical epistemological method and has taken care of
objectivity. This study analyze primary and secondary research documents critically to elaborate role of
china’s geo economic outreach in central Asian countries and its future prospect. China is thriving in trade,
pipeline politics, and winning states, according to this study, thanks to important instruments like the
Shanghai Cooperation Organisation and the Belt and Road Economic Initiative. According to this study,
China is seeing significant success in commerce, pipeline politics, and gaining influence on other
governments. This success may be attributed to the effective utilisation of key tools such as the Shanghai
Cooperation Organisation and the Belt and Road Economic Initiative.
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International Conference on NLP, Artificial Intelligence, Machine Learning and Applications (NLAIM 2024) offers a premier global platform for exchanging insights and findings in the theory, methodology, and applications of NLP, Artificial Intelligence, Machine Learning, and their applications. The conference seeks substantial contributions across all key domains of NLP, Artificial Intelligence, Machine Learning, and their practical applications, aiming to foster both theoretical advancements and real-world implementations. With a focus on facilitating collaboration between researchers and practitioners from academia and industry, the conference serves as a nexus for sharing the latest developments in the field.
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Introduction, Modeling Concepts and Class Modeling: What is Object orientation? What is OO development? OO Themes; Evidence for usefulness of OO development; OO modeling history. Modeling
as Design technique: Modeling, abstraction, The Three models. Class Modeling: Object and Class Concept, Link and associations concepts, Generalization and Inheritance, A sample class model, Navigation of class models, and UML diagrams
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Batteries -Introduction – Types of Batteries – discharging and charging of battery - characteristics of battery –battery rating- various tests on battery- – Primary battery: silver button cell- Secondary battery :Ni-Cd battery-modern battery: lithium ion battery-maintenance of batteries-choices of batteries for electric vehicle applications.
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Embedded machine learning-based road conditions and driving behavior monitoringIJECEIAES
Car accident rates have increased in recent years, resulting in losses in human lives, properties, and other financial costs. An embedded machine learning-based system is developed to address this critical issue. The system can monitor road conditions, detect driving patterns, and identify aggressive driving behaviors. The system is based on neural networks trained on a comprehensive dataset of driving events, driving styles, and road conditions. The system effectively detects potential risks and helps mitigate the frequency and impact of accidents. The primary goal is to ensure the safety of drivers and vehicles. Collecting data involved gathering information on three key road events: normal street and normal drive, speed bumps, circular yellow speed bumps, and three aggressive driving actions: sudden start, sudden stop, and sudden entry. The gathered data is processed and analyzed using a machine learning system designed for limited power and memory devices. The developed system resulted in 91.9% accuracy, 93.6% precision, and 92% recall. The achieved inference time on an Arduino Nano 33 BLE Sense with a 32-bit CPU running at 64 MHz is 34 ms and requires 2.6 kB peak RAM and 139.9 kB program flash memory, making it suitable for resource-constrained embedded systems.
Discover the latest insights on Data Driven Maintenance with our comprehensive webinar presentation. Learn about traditional maintenance challenges, the right approach to utilizing data, and the benefits of adopting a Data Driven Maintenance strategy. Explore real-world examples, industry best practices, and innovative solutions like FMECA and the D3M model. This presentation, led by expert Jules Oudmans, is essential for asset owners looking to optimize their maintenance processes and leverage digital technologies for improved efficiency and performance. Download now to stay ahead in the evolving maintenance landscape.
GAMIFICATION ELEMENTS AND THEIR IMPACTS ON TEACHING AND LEARNING – A REVIEW
1. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.6, December 2018
DOI: 10.5121/ijma.2018.10604 42
GAMIFICATION ELEMENTS AND THEIR IMPACTS ON
TEACHING AND LEARNING – A REVIEW
Mohd Hishamuddin Abdul Rahman, Ismail @ Ismail Yusuf Panessai, Noor Anida Zaria
Mohd Noor and Nor Syazwani Mat Salleh
Department of Computing, Faculty of Art, Computing & Creative Industry, Universiti
Pendidikan Sultan Idris, Tanjung Malim, Perak, Malaysia
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.
KEYWORDS
Gamification, Game-based Learning, Virtual World
1. INTRODUCTION
Today, gamification is not a strange word as it has been applied in various fields such as health, finance,
entertainment, education and so on [1]. When seen in the context of education, gamification and game-
based learning (GBL) are learning activities that are gaining popularity among educators, particularly in
higher education [2]. Search from Google Trends shows that gamification and GBL are fairly consistent
from year to year and this proves that they are among the topics that have always caught the attention of
educators [3]. Built by emphasizing those elements that are common in a game into learning activities,
this method can be carried out either physically or digitally by using various forms of technology.
2. GAMIFICATION IN TEACHING AND LEARNING
According to Hoe [4], a gamified learning activity allows students to acquire knowledge, hone skills and
foster positive traits through the game built specifically for the purpose of learning. In other words,
gamification in learning activities is a student-centred process [1]. It has been applied in all levels of
education, from school level to higher education level [2]. Although it is often thrown with negative
perspectives from the society especially from the parents of the students, the reputations of gamification
and GBL remain intact.
It is not surprising when gamification is best suited to be practiced in today's learning scenario, which is
no longer a teacher-centred but rather an emphasis on active student activities [5]. Hence, this is where
2. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.6, December 2018
43
the advantage of gamification is prominent because this method can provide various forms of stimuli to
students, especially to involve and motivate them to stay active while studying. As explained by
Alsawaier [6], gamification has a significant relationship with student motivation and engagement in
learning, and therefore also has a positive impact on student achievement. It is also supported by Chan et
al. [7], Dichev and Dicheva [1], Sepehr and Head [8], and also Szegletes et al. [9]. This is because
gamification contains some form of elements that attempt to give a boost to the students, such as
challenges, rewards, points, levels, options, and badges [4], [6], [10].
Seeing the advantages possessed by gamification in stimulating students, we are planning on applying it
elements in our future research on gamification in teaching and learning. In order to achieve that, this
study was conducted to review on gamification that have been carried out in recent years. This was to
make sure that our study is up to date and in line with the current trend of research in gamification. There
were two main focuses of this study; 1) to identify the gamification elements which were applied in the
reviewed studies, and 2) their impacts on the learning outcomes. The findings will give us more insights
on what gaps need to be fulfilled and also will assist us in determining the best elements of gamification
to be applied in our studies.
3. METHODOLOGY
To achieve the objectives of this study, we accessed electronic databases such as ScienceDirect, Springer,
Taylor and Francis, Emerald and Google Scholar to search articles related to gamification, published over
the past three years (2016 to 2018) to ensure that information obtained is up-to-date. Keywords used were
'gamification’, ‘learning’ and ‘education’. The results were then filtered to ensure that only articles that
we felt related were selected where the articles in the form of concepts and surveys were not taken into
account. Only articles in the form of study or research that clearly state how the elements of gamification
applied in teaching and learning activities were taken into account.
As a result, there were a total of 22 articles that meet the specified criteria. These selected articles have
been analyzed in this study to identify the elements of gamification, which have been implemented by the
researchers and the impacts of its implementation towards student learning outcomes. The results have
been reported in the next section.
4. FINDINGS AND DISCUSSION
The findings of the analysis on the selected papers are as listed in Table 1, followed by a detailed
discussion of these findings. Overall, the studies listed in Table 1 have implemented the elements of
gamification in the process of teaching and learning, but in a different context. There were 15 studies
conducted for university level and seven studies for school level and young children. For example, the
study Spires & Lester [15], Khan et al. [19] and Lam et al. [29] have been carried out to the students at
the school level whereas the study of Huang et al. [27], Pechenkina et al. [21] and Tsay et al. [5] were on
students at the tertiary level. This indicates that gamification is appropriate for being practiced for every
student age group, especially students of X, Y, and Alpha Generation. Thus, it dismisses the stereotypes
that games are only for kids.
3. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.6, December 2018
44
Table 1. List of recent articles related to gamification in education from 2016 to 2018
Researcher(s) Research focus Target user Gamification
elements
Affected
learning
outcome:
Cózar-
Gutiérrez &
Sáez-López
[11]
To study the impacts of
gamification and GBL using
MinecraftEdu towards
engagement, interest and
motivation in social science
education
University
students
Challenge,
Collaboration
Enjoyment,
Involvement,
Motivation
Gonzalez et al.
[12]
Applying gamification elements in
healthy lifestyle education.
Children (age
8 to 12)
Challenge,
Digital badges,
Feedback,
Points & rewards,
Leaderboard
Motivation
Hew et al. [13] To study the effects of
gamification to students at the
Universities in Asia.
University
students
Digital badges,
Points & rewards,
Leaderboard
Result &
achievement,
Engagement
Pesare et al.
[14]
Applying gamification and GBL in
the context of medical education to
encourage engagement and
motivation.
Professional
figures and
patients
Challenge,
Points & rewards,
Leaderboard
Result &
achievement,
Motivation
Spires & Lester
[15]
To study the effects of GBL in
Science education regarding
engagement, understanding and
problem-solving skills.
School
students
Challenge,
Exploration,
Points & rewards,
Storytelling
Result &
achievement,
Engagement
Barna & Fodor
[16]
To study the effectiveness of
gamification in Moodle as a
learning platform for IT courses.
University
students
Collaboration,
Feedback,
Points & rewards
Result &
achievement,
Satisfaction,
Engagement
Chan et al. [7] To study the benefits of
gamification in lessons in the form
of constructivism by using
GIGAME in legal theory lessons.
University
students
Challenge,
Immediate
feedback,
Points & rewards,
Leaderboard
Result &
achievement,
Satisfaction,
Enjoyment
Ding et al. [17] To study the impacts of
gamification towards student
engagement on online student
discussions.
University
students
Digital badges,
Points & rewards,
Leaderboard
Exp system
Motivation,
Engagement
Dochie et al.
[18]
To study the effects of
gamification on the building of
soft skills in students
University
students
Points & rewards,
Leaderboard
Motivation
Khan et al. [19] To study the effects of GBL and
gamification on engagement and
student achievement in science
lessons.
School
students
Challenge,
Immediate
feedback,
Points & rewards
Result &
achievement,
Engagement
Leftheriotis et
al. [20]
To study the effects of
gamification by using interactive
displays in lessons regarding
satisfaction, enjoyment, and
student engagement.
School
students
Challenge,
Collaboration,
Points & rewards
Satisfaction,
Pleasure,
Engagement
4. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.6, December 2018
45
Pechenkina et
al. [21]
Examine whether the use of
gamified mobile learning in affects
achievement and student
engagement.
University
students
Digital badges,
Feedback,
Leaderboard
Result &
achievement,
Rawendy et al.
[22]
Using gamification in learning the
Chinese language.
School
students
Points & rewards Result &
achievement,
Sitra et al. [23] Review the benefits of applying
gamification related to lessons for
special needs students.
School
students with
special needs
Digital badges, Engagement,
Attitude
Yildirim [24] To study the effects of the
gamification of teaching methods
on lessons to students.
University
students
Digital badges,
Points & rewards
Leaderboard
Result &
achievement,
Attitude
Bovermann
[25]
To study the effects of the
application of the concept of
gamification in the seminars for
long distance higher education
towards motivation and
engagement.
University
students
Points & reward,
Leaderboard
Motivation,
Engagement
Denny et al.
[26]
To study the effects of the
application of gamification
elements in online learning tools
towards students' performance in
examinations.
University
students
Digital badges,
Points & rewards
Engagement,
Result &
achievement
Huang et al.
[27]
To study the effects of
gamification on student
engagement in lessons via flipped-
classroom.
University
students
Challenges,
Digital badges,
Immediate
feedback,
Leaderboard,
Result &
achievement,
Engagement
Kyewski &
Krämer [28]
To study the effect of digital
badges in different learning
situations.
University
students
Digital badges Result &
achievement,
Engagement
Lam et al. [29] To study the effects of blended
learning and gamification
regarding argumentative writing
students.
School
students
Points & rewards,
Leaderboard
Engagement
Tsay et al. [5] Assessing the use of gamification
element in a student-centred
learning environment for Self
Development and Professionalism
lessons.
University
students
Challenge,
Digital badges,
Immediate
feedback,
Leaderboard
Result &
achievement,
Engagement
White &
Shellenbarger
[30]
Review the use of gamification
elements (digital badges) in
nursing education.
University
students
Digital badges Result &
achievement,
All the studies that were reviewed also show that the application of gamification elements have positive
impact on student learning in the context of which they have implemented. Only one study reported that
gamification brings negative impacts on student learning namely the Kyewski and Kramer [28].
According to them, gamification elements have less impact on students’ motivation. This may be caused
5. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.6, December 2018
46
by a number of factors in their study, but it can be regarded as an isolated case in comparison with the
number of studies that report a positive impact from gamification. The bar chart in Figure 1 shows a list
and frequency of learning outcomes that were studied in the reviewed article which receive positive
impact following the application of gamification elements. This list was based on the frequency of each
learning outcome reported in Table 1.
Figure 1. The list and frequencies of learning outcomes studied in the reviewed articles which receive a positive
impact from gamification
The bar chart in Figure 1 clearly shows that gamification has provided a positive impact on learning
outcomes in various forms such as enjoyment, engagement, motivation (intrinsic and extrinsic), results
and achievements, satisfaction and attitudes. Based on the chart, the engagement and students’ results and
achievement most often become the focus of the study, followed by motivation in third place. The high
frequency of these three items further reinforced the assumption that gamification can make students
more active and motivated when learning, enabling them to achieve the best performance in the
assessment of learning. It also shows that gamification can catalyze engagement and motivation (intrinsic
and extrinsic), which are both indispensable in creating quality learning [31]. Meanwhile, enjoyment,
satisfaction and attitudes were also receiving positive impact from gamification but there are still little
researches done to further strengthen these findings.
After discussing the learning outcomes that received a positive impact from the application of
gamification, we will then discuss the elements of gamification that have been applied so as to provide the
positive effects. To facilitate the presentation of findings related to gamification elements obtained in
Table 1, we have transformed it into a form of a bar chart in Figure 2 and it was arranged in descending
order.
0
2
4
6
8
10
12
14
16
Pleasure Involvement Motivation Result &
Achievement
Satisfaction AttitudeEnjoyment
6. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.6, December 2018
47
Figure 2. The elements of gamification applied in the reviewed studies
Referring to the above bar chart, gamification elements that have been applied in many studies are the
points and rewards element (15 studies). Points and rewards are something that are awarded to the
students who successfully answer the questions correctly, completed a given task and any other
achievement [4]. Besides, elements of the leaderboard, digital badges and challenges have also recorded
high frequency of usage in the reviewed studies, which were 12, 10 and 9 studies respectively.
Leaderboard is a section to display players’ ranks while digital badge is one form of the reward. On the
other hand, challenge is set of rules of the game that makes the game more challenging [4].
Based on the numbers, it means that these four elements (rewards, leaderboard, digital badge and
challenge) are indispensable if we wish to create effective gamification learning activities as they have
been proven by these studies. These elements are also viewed as closely related to each other and used
together in support of a learning activity. For example, points element supported by the leaderboard to
display ranks and points, challenge use digital badge as a reward, and so on. While elements of the
experience system, storytelling and exploration viewed as a lesser choice for researchers, but they also
had a positive impact in their research.
For us, it is not surprising that elements of points and rewards are the elements which are most often
applied in these studies because a game is usually going to have winners and losers, so the points are
needed in making its determination. Furthermore, most of the games have a goal that is often associated
with points [4], such as ‘Collect 100 stars to go to the next level’ or ‘Get 50 points to level up the
character’. In addition, points and rewards are also needed in creating competition between players [7],
which indirectly increases their interaction and engagement in learning. Thus, points and rewards are
necessary to gamify teaching and learning activity.
In addition to the points, leaderboards also have the function to promote competition among students as
well as displaying the latest ranks of students in the game [14]. It is also suitable for the current
generation of students especially the Z generation who love to share and exhibit things related to
themselves to the public [32]. Therefore, the leaderboard is crucial in gamifying an activity, hence it is not
surprising that it is the second element which is often used. Through the use of the leaderboard, students
0
2
4
6
8
10
12
14
16
7. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.6, December 2018
48
will be more motivated to maintain position when they are on top while the ones who are trailing are
more motivated to chase the ones on top. However, there are studies reported that the leaderboard has
lowered the motivation of students who are under [8]. Therefore, its usage in a study that wants to be
carried out should be properly planned.
Next, the digital badge element is also frequently applied in the reviewed studies. Same as the points and
leaderboards, digital badges also function to determine the position and achievement among students with
other students and provided to eligible students only [23]. But we see it as a form of reward that is more
attractive because it has a unique shape and diverse, and well worth collecting by students as their
personal collection. Some examples of achievements that qualify students to earn badges in the study by
Hew et al. [13] is such as download notes before class starts, respond more than six times and leaderboard
chart champion, where each of them has an attractive design. The use of this digital badge is in line with
human nature that likes to collect a variety of items that is deemed valuable. This indirectly creates
competition among students and makes them active while studying. However, if we want to use digital
badges, more thought is needed in advance on whether digital badges can be seen by other students or not
because based on the survey by Kyewski and Krämer [28], the findings are more positive if the earned
digital badge can only be seen by its owner. However, we believe that it is necessary for the digital
badges to be seen by other students, as the main function of the digital badge is to display status and
achievement.
Moving on the next gamification elements in Figure 2, the elements of challenge and feedback were also
often applied in the reviewed studies. We felt that the actual number for both these elements should be
higher because they are among the basic elements that make up a game [4], but it was not specified by the
researchers. Without challenge, a game will be boring, but if it's too challenging, it can cause students to
give up [7]. Thus, we should be careful in forming the challenges in the game that will be developed later.
Meanwhile, cooperation elements appear somewhat less in practice. This is because most of the studies
put more emphasis on competition rather than cooperation with the establishment of a point system,
leaderboards and digital badges [5], [7], [17], [28]. However this does not mean that the cooperation was
not able to create competition. It can be done by creating group gamification activities where students
need to cooperate among themselves in order to compete with other groups, and this is what researchers
have planned to be implemented in future studies. In the meantime, elements of storytelling, exploration
and exp system are less applicable and this may be because most of the games designed in such studies
are not role-playing which normally contain these elements.
5. CONCLUSIONS
The results of this study found that gamification is able giving positive impacts on student learning from
various angle especially their achievements, involvement and motivation in learning activities. Only few
researchers reported negative impacts of gamification in their studies. The gamification elements which
often implemented in teaching and learning activities in the reviewed studies were points and rewards,
leaderboards, and digital badges. Based on this finding, we can conclude that with the use of certain game
elements, gamification can bring positive outcome to students’ learning and it should be widely
implemented by teachers or lecturers in teaching and learning process.
Future studies need to explore gamification for early childhood education, as most of the reviewed
researches were conducted for school and university students. Moreover future studies are advised to
focus on other gamification elements such as collaboration, experience system and exploration together
with the commonly used elements. Besides, more researches are needed to explore on students
enjoyment, satisfaction and attitude towards the gamified learning activities. As for our future study, we
8. The International Journal of Multimedia & Its Applications (IJMA) Vol.10, No.6, December 2018
49
will be studying the students' learning satisfaction and achievement towards gamification. Other than
there are still lack of researches on this area, we put our focus on satisfaction because it is one of
important element in determining the effectiveness of virtual learning, as we are planning to conduct the
teaching and learning activities inside a 3-D virtual world. We will also apply collaboration element in
gamifying our teaching leaning processes in order to see its impacts on student learning outcomes.
ACKNOWLEDGEMENTS
This work was supported by the Geran Penyelidikan Khas Universiti Berteraskan Pendidikan (2017-
0301-107-01 KHAS PENDIDIKAN) and initiated by Universiti Pendidikan Sultan Idris.
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AUTHORS
Dr. Mohd Hishamuddin Abdul Rahman is a senior lecturer at the Faculty of Art, Computing &
Creative Industry, Universiti Pendidikan Sultan Idris (UPSI). His research interests are towards
educational technology, multimedia, virtual learning environment, game-based learning and
gamification, virtual and augmented reality and also on new media in teaching and learning.
Dr. Ismail @ Ismail Yusuf Panessai is a senior lecturer at the Faculty of Art, Computing &
Creative Industry, Universiti Pendidikan Sultan Idris (UPSI). His research interests are towards
Artificial Intelligence, Artificial Intelligence in education, VRP and Control System.
Dr. Noor Anida Zaria Binti Mohd Noor is a senior lecturer at the Faculty of Art, Computing &
Creative Industry, Universiti Pendidikan Sultan Idris (UPSI). Her research interests are towards
Information Technology, Knowledge Management, Knowledge Integration and Project
Management.
Dr. Nor Syazwani Binti Mat Salleh is a senior lecturer at the Faculty of Art, Computing &
Creative Industry, Universiti Pendidikan Sultan Idris (UPSI). Her research interests are towards
ICTs in Education, Art & Design, Graphic Design and Personalized Learning.