Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

Haruna, Hussein; Abbas, Asad; Zainuddin, Zamzami; Hu, Xiao; Mellecker, Robin R.; Hosseini, Samira

doi:10.1108/ils-05-2020-0162

Cited by 10 publications

(4 citation statements)

References 52 publications

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“…However, our findings are different in that they suggest that it is important to incorporate the right game elements to have a positive impact on the training outcomes. These results contribute to recent theoretical debates about the role of gamified training in corporates training (Saleem et al, 2022;Haruna et al, 2021). Our findings imply that bonding forms of game elements, represented by learning outcomes, are valuable for making the training programs effective in the organization.…”

Section: Discussionsupporting

confidence: 72%

An empirical study on the impact of learning theory on gamification-based training programs

Kulkarni¹,

Gokhale²,

Satish

et al. 2022

OMJ

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Purpose This study aims to investigate gamification-based training program through the lens of self-determination theory and in the context of corporate training programs. It integrates the self-determination theory, game elements and learning outcomes in gamified training programs to derive insights. Design/methodology/approach Data is sourced from software development companies operating in the city of Bangalore in India. It applies the partial least square structural equation modeling to investigate the relationship between the self-determination learning theory and game elements and the impact it has on learning outcomes. Findings As a precursor to the development of a game-like learning ecosystem, the authors study the perception of trainers and human resource managers toward game-based training programs in the organization. The authors find that game-based learning makes training more engaging, immersive and contextual for the learners. Research limitations/implications The study is based on a specific sector, i.e. software development companies, and so the results may lack in generalizability. Future research, therefore, may consider other industrial sectors such as manufacturing, banking and telecom to understand the relationship between the constructs. Practical implications This study provides insights for the trainers, human resource managers and academicians on the effectiveness of gamification-based training programs. It also provides information on how the learning theory can be leveraged to understand gamification-based training programs. Social implications This work fulfills an identified need of the training industry to understand new methods of training with an aim to improve the learning outcomes among the learners. Originality/value This study provides a deep understanding on the effectiveness of training tools such as gamified training programs in enhancing and improving the learning outcomes among the learners.

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Section: Discussionsupporting

confidence: 72%

An empirical study on the impact of learning theory on gamification-based training programs

Kulkarni¹,

Gokhale²,

Satish

et al. 2022

OMJ

View full text Add to dashboard Cite

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“…Instructional techniques should provide a sense of satisfaction and interactivity from students because they have been found to enhance learning outcomes and motivation. Research studies have shown that learner-centered instruction, multimodal presentation systems, serious gaming and gamification instructions, collaborative learning techniques, and blended teaching strategies and materials are effective in increasing learning effectiveness, satisfaction, and motivation (Yang et al, 2022;Haruna et al, 2021;Kuo et al, 2013).…”

Section: Resultsmentioning

confidence: 99%

Measuring the quality of adaptive environments in instruction based on student perceptions

Thaariq,

Kuswandi,

Degeng

2024

inov. kurikulum

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Adaptive learning has been identified as a means of creating a student-centered environment that is more fulfilling in multiple aspects. Such an environment prioritizes the facilitation of students' interests in learning. The present study employs quantitative research methods to measure the quality of the adaptive learning environment at Wahid Hasyim Junior High School, as perceived by 144 students, using factor analysis techniques. The findings reveal several factors that are integral to the adaptive learning environment. Firstly, student interaction is deemed crucial, emphasizing interactive and personalized elements. Secondly, teachers' course delivery of learning is determined by design, models, strategies, and resources, with media use having a lesser impact. Thirdly, contextualized content and engaging instructional techniques are key factors in discovering and organizing learning materials. Finally, collaboration support is recognized as an essential factor. These conclusions can inform educational improvement initiatives at Wahid Hasyim Junior High School. AbstrakPembelajaran adaptif telah diidentifikasi sebagai cara untuk menciptakan lingkungan yang berpusat pada peserta didik yang lebih memuaskan dalam berbagai aspek. Lingkungan seperti ini memprioritaskan fasilitas minat peserta didik dalam belajar. Penelitian ini menggunakan metode penelitian kuantitatif untuk mengukur kualitas lingkungan belajar adaptif di SMP Wahid Hasyim, seperti yang dipersepsikan oleh 144 peserta didik, dengan menggunakan teknik analisis faktor. Temuan penelitian ini mengungkapkan beberapa faktor yang menjadi bagian integral dari lingkungan belajar adaptif. Pertama, interaksi peserta didik dianggap penting, dengan penekanan yang signifikan pada elemen interaktif dan personal. Kedua, penyampaian pembelajaran oleh guru ditentukan oleh desain, model, strategi, dan sumber daya, dengan penggunaan media yang memiliki dampak yang lebih kecil. Ketiga, konten yang kontekstual dan teknik pembelajaran yang menarik diidentifikasi sebagai faktor kunci dalam penemuan dan pengorganisasian materi pembelajaran. Terakhir, dukungan kolaborasi diakui sebagai faktor penting. Kesimpulan-kesimpulan ini memiliki potensi untuk menginformasikan inisiatif peningkatan pendidikan di SMP Wahid Hasyim.Kata Kunci: Lingkungan adaptif; pembelajaran; pendidikan; persepsi peserta didik.

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“…Studies have shown that the use of EDG in teaching processes improves students' concept perception, increases their active participation, and motivates them to learn in a more interactive environment (Ferrer, Martinez, and Ibáñez, 2020). EDG have the potential to be an effective tool in mathematics teaching due to their interactive nature (Buchori and Sudargo, 2016;Haruna, Abbas, Zainuddin, Hu, Mellecker, and Hosseini, 2021;Hwang, Chien, and Li, 2021;Hayati and Behnamnia, 2023;Yusof and Shahrill, 2021;Aktaş, Bulut and Aktaş, 2022;Videnovik, Vold, Dimova, Kiønig, and Trajkovik, 2022).…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class

KOCABATMAZ,

SARAÇOĞLU

2024

Participatory Educational Research

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Educational digital games are games designed for educational purposes. These games are used to provide students with certain knowledge, and designated with a with a view to improving their skills or to shaping their behavior. The aim of this study is to determine the effect of educational digital games Wordwall and Matific used in teaching primary school mathematics course on student achievement and attitude. Pre-test and post-test were applied to the experimental and control groups of the study in which quasi-experimental method was used. The study group consisted of 48 students studying in the 3rd grade of a public primary school. In the experimental group of the study, educational digital games Wordwall and Matific were used in the measurement unit of the mathematics course (length, perimeter, area, and liquid measurement). In the control group, the same subject was presented in accordance with the instructions in the third grade mathematics teacher's guide provided by Republic of Türkiye Ministry of National Education. The data were collected with the 20-question "Mathematics Achievement Test", which was jointly determined by the classroom teachers and the researchers, and the "Mathematics Course Attitude Scale" consisting of 13 items developed by Ayvaz (2010). In the analysis of the data, t-test for independent and dependent groups, which is one of the parametric tests appropriate to the research hypotheses, was applied. The findings of the study show the effectiveness of educational digital games in affecting students' academic achievement and attitudes. Based on this result, it is recommended that teachers should benefit from trainings in order to use educational digital games effectively in lessons.

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Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

Cited by 10 publications

References 52 publications

An empirical study on the impact of learning theory on gamification-based training programs

An empirical study on the impact of learning theory on gamification-based training programs

Measuring the quality of adaptive environments in instruction based on student perceptions

The Effect of Educational Digital Games on Academic Success and Attitude in 3rd Grade Mathematics Class

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