CoMa: Development of Gamification-based E-learning

Bachtiar, Fitra A.; Pradana, Fajar; Priyambadha, Bayu; Bastari, Dhanuari I.

doi:10.1109/iciteed.2018.8534875

Cited by 15 publications

(14 citation statements)

References 18 publications

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“…The academic novelty of the research is to study and develop recommendations based on a practical case of development, implementation, and implementation of a gamified project in learning (Bachtiar, et al, 2018). Practical significance for teachers and students is the identified positive and negative aspects in the implementation of the gamified learning.…”

Section: Discussionmentioning

confidence: 99%

The Effectiveness of Gamification Elements for the Development of Future Culturologists’ Digital Competence

Humeniuk¹,

Prosandieieva²,

Voronova³

et al. 2022

JCT

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The aim of the research was to experimentally prove the effectiveness of gamification of learning for the development of future culturologists' digital competence. The research was based on the information from the monitoring of the subject or professional module, as well as a package of control and measuring materials. It also involved diagnostics of activity component, diagnostics of the level of digital component. Statistical tests -the Anderson-Darling test, the Cramér-von Mises test, Kolmogorov-Smirnov test, the Shapiro-Francia test, the Wilcoxon test, Mann-Whitney U-test, Student's t-test -were performed to formally verify the consistency of data with the normal distribution law. The greatest differentiation was observed for cognitive, praxiological and reflective criteria. The increase in the cognitive component was promoted by the implementation of strategies for adapting educational content and multiple control of the students' self-education process. The significant increase in the praxiological component was determined by the intensified student learning activity and, accordingly, the development of the activity component. In all tests, p significantly exceeds the fixed level of significance, so we can conclude that the data of the control and experimental groups were distributed uniformly at the beginning of the experiment. By testing the hypotheses H0 and H1 for EG and CG at the end of the pedagogical experiment, it was found that the statistics for the t-test exceeds the critical value and is in the range of significance. So, the approbation of the research results revealed significant differences in the learning outcomes of CG and EG, which allows us to state the effectiveness of gamification of learning. Based on the research results, we can argue that the gamification of learning has a significant impact on the development of future culturologists' digital competencies. The study showed a significant positive impact of the introduction of gamification elements in the learning process. Further research should focus on studying ways to improve future culturologists' digital competencies. It is necessary to study the impact of Internet technologies on the future culturologists' professional development.

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Section: Discussionmentioning

confidence: 99%

The Effectiveness of Gamification Elements for the Development of Future Culturologists’ Digital Competence

Humeniuk¹,

Prosandieieva²,

Voronova³

et al. 2022

JCT

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“…A gamificac ¸ão pode ser definida como o uso de elementos do design de jogos em contextos não relacionados a jogos [Deterding et al 2011] a fim de impactar positivamente a motivac ¸ão pessoal no contexto gamificado [DuVernet and Popp 2014]. A gamificac ¸ão tem ganhado cada vez mais destaque no domínio educacional, principalmente devido ao seu uso para o aumento de motivac ¸ão, interesse e desempenho do aluno na aprendizagem [Bachtiar et al 2018]. Para enfatizar o crescimento e a relevância da gamificac ¸ão no mundo acadêmico uma pesquisa foi realizada utilizando o motor de busca de literatura científica Google Scholar 1 o qual revela que nos documentos relativos ao ano de 2010 o termo "gamification" aparece apenas 145 vezes, enquanto no ano de 2020 o termo aparece 22.800 vezes.…”

Section: Introduc ¸ãOunclassified

Gamificando o Ensino de Programação de Computadores: um Mapeamento Sistemático

Steinmetz

Schroeder

Rodríguez‐Sánchez

et al. 2021

Anais Do XXXII Simpósio Brasileiro De Informática Na Educação (SBIE 2021)

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O objetivo desta pesquisa é identificar estudos que aplicam a gamificação ao ensino de programação de computadores. O estudo apresenta um mapeamento sistemático que utilizou seis bases de dados conhecidas no âmbito acadêmico em informática e engenharia de software, incluindo publicações entre 2012 e 2021. Após os procedimentos de refinamento, 17 estudos foram selecionados para análise. Os resultados indicam efeitos positivos do uso da gamificação no ensino de programação, principalmente relacionados à motivação e engajamento. Além disso, os estudos observaram melhor desempenho do grupo de alunos que tiveram contato com a gamificação devido à maior disposição desses alunos em buscar o conhecimento.

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“…Kondisi yang dilihat dapat berupa motivasi, emosi, maupun tingkah laku peserta didik. Namun, proses identifikasi perilaku pengguna (user) ini sulit dilakukan pada pembelajaran yang berbasis teknologi dengan e-learning, tidak seperti pembelajaran konvensional yang melibatkan interaksi antara siswa dan guru [4]. Kebanyakan e-learning yang ada sekarang belum dilengkapi dengan fitur untuk mendeteksi keadaan siswa selama menggunakan sistem.…”

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“…Antarmuka dibedakan berdasarkan hasil clustering yang dieksekusi oleh middleware berdasarkan data log pengguna. Makalah ini merupakan pengembangan lanjut dari e-learning bidang pemrograman Code Mania (CoMa) [4], dan menerapkan hasil perhitungan clustering pada penelitian sebelumnya, yang di dalamnya terdapat tiga cluster karakteristik pengguna [6]. Penentuan jumlah kelompok dilakukan dengan cara melihat karakteristik data menggunakan metode elbow (elbow method).…”

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Penerapan Antarmuka Adaptif Berbasis Perilaku Pemain pada E-Learning Bidang Pemrograman

Pradana

Bachtiar

Rokhmawati

2021

JNTETI

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Pada masa pandemi seperti sekarang ini, bidang pendidikan mengalami dampak yang signifikan dalam pelaksanaannya. Proses belajar mengajar yang sebelumnya dilakukan secara tatap muka, saat ini harus dilaksanakan secara daring. Pembelajaran daring dengan memanfaatkan e-learning sangat bermanfaat bagi pembelajar karena dapat diakses secara daring kapan pun dan dari mana pun. E-learning diharapkan tidak hanya menjadi tempat berbagi file materi sebagai pendukung pembelajaran, tetapi perannya dituntut dapat menggantikan peran guru atau dosen di kelas. Dalam proses belajar mengajar, kondisi dan perilaku siswa merupakan hal yang penting diketahui. Pengetahuan tentang kondisi dan keadaan siswa ketika belajar dapat digunakan oleh pengajar sebagai bahan untuk meningkatkan kualitas maupun proses pembelajaran bagi siswa. Kebanyakan e-learning yang ada sekarang belum dilengkapi dengan fitur untuk mendeteksi keadaan siswa selama menggunakan sistem. Pada makalah ini dilakukan penerapan antarmuka yang adaptif sebagai cerminan e-learning yang mampu menyesuaikan dengan karakteristik perilaku pengguna. Pengujian kinerja menunjukkan hasil bahwa dengan jumlah data log mencapai 950 pengguna aktif, dibutuhkan waktu 23,35 ms. Sementara itu, pada uji fungsionalitas, sistem berhasil menampilkan antarmuka sesuai dengan cluster member.

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CoMa: Development of Gamification-based E-learning

Cited by 15 publications

References 18 publications

The Effectiveness of Gamification Elements for the Development of Future Culturologists’ Digital Competence

The Effectiveness of Gamification Elements for the Development of Future Culturologists’ Digital Competence

Gamificando o Ensino de Programação de Computadores: um Mapeamento Sistemático

Penerapan Antarmuka Adaptif Berbasis Perilaku Pemain pada E-Learning Bidang Pemrograman

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