Developing an interactive PBL environment via persuasive gamify elements: a scoping review

Abstract

The application of gamified elements to PBL to promote student engagement has not been systematically described. Hence, we conducted a review based on Arksey and O’Malley’s five-stage scoping review framework, involving research question identification, relevant study identification, study selection, data charting, and result collating and reporting. We searched three databases using five search terms combined with a Boolean operator: “problem-based learning” AND “persuasive OR gamify OR gamification OR game”. The initial pool of 5532 sources was evaluated according to the eligibility criteria, and 14 original articles were selected for the final data extraction. A content analysis was performed, and several persuasive gamification elements for PBL were identified. The results were reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) flow diagram. The analysis unearthed six main categories of persuasive gamification elements, which have been proven to be effective in the achievement of learning outcomes: high-fidelity simulation, inquisitive exploration, collaborative learning, interactive instruction, guidance and feedback, and rewards. These findings highlight the persuasive gamify elements that can be incorporated to support the active learning and engagement of students in PBL, thus preparing them to be lifelong, self-directed learners.

Improving Student Learning Outcomes Through Problem-Based Learning Model Assisted with Picture Media

“…According to Abdul Ghani et al (2022) Students are more enthusiastic in the process of learning activities with the application of problem-based learning with the help of image media because it has consequences that can be considered positive such as giving an estrangement to students in order to create their own knowledge, can develop student learning activities, are able to flow student knowledge in understanding real problems, overcoming a problem can increase the development of new knowledge and can provide time for the application of knowledge that students have in the real world. The theory agrees with the findings in the field, namely problem-based learning with the help of image media, student learning activities are more exciting, with problems given in the form of pictures where students begin to think sharpen their thinking and observe the meaning contained in an available image, and seek solutions to problems implied in the picture to form a flow of understanding in students' logical thinking in the available images.…”

Lëttëra web platform: A game-based learning approach with the use of technology for reading competence

“…In general terms, a game is an application, while gamification is a process where game components are integrated into a non-game environment (Attali and Arieli-Attali, 2015;Abdul Ghani et al, 2022). The main objective of gamification is to effectively implement the positive effects of gaming in educational environments to increase student engagement, stimulate their educational participation, and improve outcomes (Deterding et al, 2011).…”

Design and Thinking about Driven Problem in Project-Based Learning

“…From the definition and classification of the concept of driven problem, it is not difficult to find that a good driven problem should have the characteristics of authentic situationally, moderately challenging and multi-dimensional openness. [11][12] [13].…”