A Gamification Interactive Typing for Primary School Visually Impaired Children in Indonesia

Yanfi, Yanfi; Udjaja, Yogi; Sari, Azani Cempaka

doi:10.1016/j.procs.2017.10.032

Cited by 31 publications

(20 citation statements)

References 9 publications

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“…In Indonesian contexts, gamification is started to get familiarized, as well, despite its limited researches. Studies done by YanFi, Udjaja, & Sari (2017) and Mufidah (2016) are evidence. Although these two pieces of research had different foci and were conducted to or indifferent research subjects, the results similarly emphasized that the implementation of gamification was a success in both enhancing learners' interests and motivation in learning, as well as promoting their learning achievements.…”

Section: -47mentioning

confidence: 82%

“…Although these two pieces of research had different foci and were conducted to or indifferent research subjects, the results similarly emphasized that the implementation of gamification was a success in both enhancing learners' interests and motivation in learning, as well as promoting their learning achievements. Moreover, the most surprising result from these researches was gamification did motivate low-achiever learners that they would take part in learning activities actively without hesitation, even in speaking (Mufidah, 2016;YanFi, Udjaja, & Sari, 2017).…”

Section: -47mentioning

confidence: 99%

“…The skills which included critical thinking, problemsolving, creativity, innovation, media literacy, ICT literacy, flexibility, initiative, and self-direction were found in the gamified activities (Mikasyte, 2018;Persada;2017). These skills foster practical and theoretical aspects of learning (academic) such as better scores and performance in grammar, vocabulary, speaking skill (including fluency, mispronunciation, speed, and limited conversation), reading, writing, and in using technology to assist learning (Flores, 2015;Mufidah, 2016;Lam, 2016;Mikasyte, 2018;Boyinbode, 2018;Lin, Ganapathy & Kaur, 2018;Dehghanzadeh et al, 2019;Alfulaih, 2019).…”

Section: -47mentioning

confidence: 99%

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The Benefits of Gamification in the English Learning Context

Rahmani

2020

IEE Ind. J. Eng. Edu.

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This study aims at displaying the results of reviewing research-based articles about gamification in the context of learning English. The concept of games has changed from a self-entertainment into an edutainment through adjustments and modifications. This notion is adapted by teachers in big countries such as Poland, China, and the US to enhance their English class with surprisingly ensuing positive results (Rothwell & Shaffer, 2019). These results have triggered the writer to find out more about the benefits of gamification and to conduct qualitative research through the review process. The writer collected and analyzed thirteen relevant articles from journals and websites. The results indicated that gamification indeed brought benefits to students. The foremost results included motivation improvement, promoting positive attitudes and better performances, fostering 21st-century skills and better cognitive achievements, encouraging social interaction and independencies, and improving competitiveness among students during the learning process.ABSTRAKPenelitian ini bertujuan untuk memaparkan hasil dari telaah artikel berbasis riset tentang gamifikasi pada konteks pembelajaran Bahasa Inggris. Konsep permainan telah berubah dari hiburan mandiri menjadi edutainment melalui penyesuaian dan modifikasi. Konsep ini, terutama permainan online, diadaptasi oleh para guru di negara-negara besar seperti Polandia, China, dan US untuk meningkatkan aktifitas kelas Bahasa Inggris mereka dengan yang hasil positif yang mengejutkan (Rothwell & Shaffer, 2019). Hasil ini menjadi motivasi penulis untuk menggali lebih dalam tentang manfaat gamifikasi dalam pembelajaran Bahasa Inggris sehingga penulis melakukan penelitian kualitatif melalui proses review. Penulis telah mengumpulkan dan menganalisa tiga belas artikel yang relevan dari jurnal dan situs web. Hasil analisa menunjukkan bahwa gamifikasi memang bermanfaat bagi siswa. Manfaat yang paling utama yaitu meningkatkan motivasi dan penampilan yang baik, mengembangkan keterampilan Abad 21, mendorong interaksi social dan kebebasan, serta meningkatkan daya saing antar siswa selama pembelajaran. How to Cite: Rahmani, E.F. (2020). The Benefits of Gamification in the English Learning Context. IJEE (Indonesian Journal of English Education), 7(1), 32-47. doi:10.15408/ijee.v7i1.17054

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Section: -47mentioning

confidence: 82%

Section: -47mentioning

confidence: 99%

Section: -47mentioning

confidence: 99%

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The Benefits of Gamification in the English Learning Context

Rahmani

2020

IEE Ind. J. Eng. Edu.

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“…International Journal of Computer Games Technology 3 [9,24], GDLC has several processes, scilicet, initiation, preproduction, production, testing, beta, and release done iteratively to enable flexibility during the development process, resulting in good game quality. The quality can be measured from 5 criteria, namely, fun, functional, balanced, internally, and accessible.…”

Section: No Country/regionmentioning

confidence: 99%

“…In general, gamification changes person's perception of nongame activity into games [9]. In this case, the game can also serve to stimulate different sensory and motor systems for each person [10], so as to enhance person's understanding and memory [11].…”

Section: Introductionmentioning

confidence: 99%

Gamification Assisted Language Learning for Japanese Language Using Expert Point Cloud Recognizer

Udjaja

2018

International Journal of Computer Games Technology

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Starting from people limitations to understand Japanese, education and social life of those people in Japan can be hindered. Therefore, a game is needed that allows one to understand Japanese using Gamification Assisted Language Learning (GALL) method, involving the introduction of Japanese language implementation using expert point cloud ($EP) recognizer. This method is used to stimulate the sensory and motor nervous system and motivate students (players) to study harder. This can be evidenced by increase in players ability from 20% to 100%.

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