Leveraging Gamification Mechanics for Students’ Learning Motivation in Higher Education
Abstract
The purpose of this paper was to analyze the effect of integrating gamification mechanics in Learning Management Systems (LMSs) for students’ motivational learning experience in higher education institutions. The study was anchored on both Self-Determination theory and the theory of gamified learning. The target population was 162 respondents. Questionnaires and Modular Object-Oriented Dynamic Learning Environment (MOODLE) reporting logs were used for data collection. Descriptive and inferential techniques were used in data analysis. The results were presented in tables and figures. The results established that gamified LMS students were more motivated compared to the non-gamified LMS students. The study confirmed that the application of gamification had a positive influence on students’ motivation. The investigation suggests that eLearning instructors receive training through workshops on gamification integration for their courses from the university management. Besides, the eLearning Directorate should create a precise guideline on how gamification tools might be integrated into the university course curricula to improve students’ engagement and concentration in learning activities.
Keywords
Full Text:
PDFReferences
Alomari, Al-Samarraie & Yousef (2019). The Role of Gamification Techniques in Promoting Student Learning: Journal of Information Technology Education: Research, 18, 2019.
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. The International Journal of Information and Learning Technology, 35(1), 56– 79.
Anastasiadis, T., Lampropoulos, G., & Siakas, K. (2018). Digital game-based learning and serious games in education. International Journal of Advances in Scientific Research and Engineering, 4(12), 139–144. https://doi.org/10.31695/ijasre.2018.33016
Anggraeni, D.M., & Sole, F.B. (2018). ELearning MOODLE, Media Pembelajaran Fisika Abad 21. e-Saintika, 1(2), 57-65. https://doi.org/10.36312/e-saintika.v1i2.101
Baard, P.P., Deci, E.L. and Ryan, R.M. (2004), “Intrinsic need satisfaction: a motivational basis of performance and well-being in two work settings”, Journal of Applied Social Psychology, Vol. 34 No. 10, pp. 2045-2068.
Bai, S., Hew, K. F., & Huang, B. (2020). Does gamification improve student learning outcome? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational.
Barna, B., & Fodor, S. (2018). An Empirical Study on the Use of Gamification on IT Courses at Higher Education. Advances in Intelligent Systems and Computing. ICL 2017, 715.
Bovermann, K., & Bastiaens, T. (2018). Using gamification to foster intrinsic motivation and collaborative learning: A comparative testing. Proceedings of EdMedia+ Innovate Learning (pp. 1128-1137).
Waynesville, NC: Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/p/184321/
Buckley, P., Noonan, S., Geary, C., Mackessy, T., & Nagle, E. (2019). An Empirical Study of Gamification Frameworks. Journal of Organizational and End User Computing (JOEUC), 31(1), 22–38.
Claris, C.B., Janice, A.C., Juliet, U.D., & Larilyn, A.S. (2020). Online Distance Learning: Thematic Study on the Challenges Faced By Educare College Inc.
Claudiu, C., Laurent, T., Luiza, M., Carmen S., & Maria, C.B. (2020). Online Teaching and Learning in Higher Education during the Coronavirus Pandemic: Students’ Perspective. Journal of Sustainability.
Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian psycho
ogy/Psychologie canadienne, 49(3), 182.
Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1). https://doi:10.1186/s41239-017-0042-5
Ding, L., Kim, C., & Orey, M. (2017). Studies of student engagement in gamified online discussions. Computers & Education, 115, 126-142. https://doi.org/10.1016/j.compedu.2017.06.016
Domínguez, A., Saenz-de-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & education, 63, 380-392.
Gok, A. & Brendan C (2016). A New Way of Gamifying a Course in Online Higher Education. SITE 2016. Pp 40114017.
Gooch, D., Vasalou, A., Benton, L., & Khaled, R. (2016). Using gamification to motivate students with dyslexia. In Proceedings of the 2016 CHI Conference on human factors in computing systems (pp. 969-980).
Kasse, J. P., & Balunywa, W. (2013). An assessment of eLearning utilization by a section of Ugandan universities: Challenges, success factors and way forward. International Conference on ICT for Africa. Harare, Zimbabwe, 20-23.
Kaunang, S.T.G., & Usagawa, T. (2017). A New Approach for Delivering eLearning Complex Courses in Indonesia. International Journal of e-Education, e-Business, e-Management, eLearning, 7(2), 132-145. https://doi.org/10.17706/IJEEEE.2017.7.2.132-145.
Khaleel, F. L., Sahari-Ashaari, N., Wook, T. S. M. T., & Ismail, A. (2018). Gamification elements for learning applications. International Journal on Advanced Science Engineering Information Technology, 6(6), 868–874.
Kultura, E. (2022). The Analysis of Selected Motivational Mechanisms in Gamification of Higher Education No. 4 (138), pp. 186–201 DOI: 10.15804/kie.2022.04.
Kwon, H Y, & Özpolat, K. (2020). The dark side of narrow gamification: Negative impact of assessment gamification on student perceptions and content knowledge. INFORMS Transactions on Education.
Lamb, R., Annetta, L., Firestone, J., & Etopio, E. (2018) A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games serious games, and simulations. In Computers in Human Behaviour, 80, 158-167. https://doi.org/10.1016/j.chb.2017.10.040
Landers, R. N., & Armstrong, M. B. (2017). Enhancing instructional outcomes with gamification: An empirical test of the technology-enhanced training effectiveness model. Computers in Human Behavior, 71, 499-507. https://doi.org/10.1016/j.chb.2015.07.031
Landers, R. N., & Callan, R. C. (2011). Casual social games as serious games: The psychology of gamification in undergraduate education and employee training. In M. Ma, A. Oikonomou, & L. C. Jain (Eds.), Serious games and edutainment applications (pp. 399-424). Surrey, UK: Springer.
Luis, R. M., José, Á.L.S., Ana, L.G., & Carmen, B.M. (2022). Gamification and active learning in higher education: is it possible to match digital society, academia and students’ interests? International Journal of Educational Technology in Higher Education.
Makhaya, B. K., & Ogange, B. O. (2019). The effects of institutional support factors on lecturer adoption of elearning at a conventional university. Journal of learning for development, 6(1).
Mekler, E. D., Brühlmann, F., Tuch, A. N., & Opwis, K. (2017). Towards understanding the effects of individual gamification elements on intrinsic motivation and performance. Computers in Human Behavior, 71, 525-534. https://doi.org/10.1016/j.chb.2015.08.048
Metwally, A H S, Yousef, A M F, & Yining, W. (2020). Micro design approach for gamifying students’ assignments. In 2020 IEEE 20th International conference on advanced learning technologies (ICALT) (pp. 349–351). IEEE.
Michael et al. (2022). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Ph.D., Kent State University. Educational Psychology
Mpofu, V., Samukange, T., Kusure, L. M., Zinyandu, T. M., Denhere, C., & Huggins, N. (2012). Challenges of virtual and open distance science teacher education in Zimbabwe. International Review of Research in Open and Distributed Learning, 13(1).
http://www.irrodl.org/index.php/irrodl/article/view/968/2083.
Ofosu-Ampong, K., Boateng, R., Anning-Dorson, T., & Kolog, E. A. (2020). Are we ready for Gamification? An exploratory analysis in a developing country. Education and Information Technologies, 25, 1723-1742.
Ogange, O. B., Agak, J., Okelo, O. K., & Kiprotich, P. (2018). Student perceptions of the effectiveness of formative assessment in an online learning environment. Open Praxis, 10(1). https://openpraxis.org/index.php/OpenPraxis/article/view/705.
Partovi, T., & Razavi, M. R. (2019). The effect of game-based learning on academic achievement motivation of elementary school students. Learning and Motivation, 68, 101592.
Rajesh, J.I., Pare, V., Rasel, S., Nyamrunda, F., Verma, P., & McMurray, A. (2023). Gamification: Teacher Proactive Support and Student Engagement During Covid-19 and Beyond.
Rajput, P. K., Ravulakollu, K. K., & Singhal, S. (2022). An enhanced learning approach for increasing student engagement, motivation and learning using gamification in blended teaching. International Journal of Technology Enhanced Learning, 14(1), 17-36.
Rodrigues, L, Toda, A M, Palomino, P T, Oliveira, W, & Isotani, S (2020). Personalized gamification: A literature review of outcomes, experiments, and approaches. In Eighth International conference on technological ecosystems for enhancing multiculturality (pp. 699–706).
Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17, 249-255.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary educational psychology, 61, 101860.
Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis, Vol 32, pp. 77–112): Springer.
Tandon, T. (2017). A Study on Relationship between Self Efficacy and Flow at Work. The International Journal of Indian Psychology, 4(4), 87-100. https://doi:10.25215/0404.069
Tay, L. (2010, March 18). Employers: Look to gaming to motivate staff. itnews for Australian Business. http://www.itnews.com.au/News/169862, employers-look-togaming-to-motivate-staff.aspx
Toda, A M, Valle, Pedro HD, & Isotani, S (2017). The dark side of gamification: An overview of negative effects of gamification in education. In Researcher links workshop: Higher education for all, pp. 143–156. Springer.
Van Roy, R., & Zaman, B. (2018). Need-supporting gamification in education: An assessment of motivational effects over time. Computers & Education, 127, 283-297.
Van Roy, R., & Zaman, B. (2019). Unravelling the ambivalent motivational power of gamification: A basic psychological needs perspective. International Journal of Human-Computer Studies, 127, 38-50.
Wigfield, A., Faust, L. T., Cambria, J., & Eccles, J. S. (2019). Motivation in education. The oxford handbook of human motivation (pp. 443–461). Oxford University Press.
Wilk, O., Juho, H., Lei, S., Armando, M., Toda, Luiz, R., Paula, T., Palomino, & Seiji, I. (2022). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies. https://doi.org/10.1007/s10639-022-11122-4
Zainuddin, Z, Shujahat, M., Haruna, H., & Chu, S. K. W. (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.
DOI: https://doi.org/10.30596/ijems.v7i1.29159
Refbacks
- There are currently no refbacks.
Indonesian Journal of Education and Mathematics Science
Universitas Muhammadiyah Sumatera Utara
Kampus Utama
Jl. Kapten Muchtar Basri No.3, Glugur Darat II,Medan
Sumatera Utara-20238
Kontak: 0819-4593-7110
E-mail: ijems@umsu.ac.id
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.