Gamification in History Learning: A Literature Review

Abstract

This paper aims to describe the use of gamification in history learning. Gamification is the use of games and their elements in classroom learning activities. The implementation of gamification requires a platform that teachers and students can access. The platform can use an existing platform or create your own. Gamification is needed as a way to solve problems found in the classroom. The research method used in this paper is a literature review, which is research that critically examines the knowledge, ideas, or findings contained in academic-oriented literature and formulates theoretical and methodological contributions to specific topics. Gamification literature has been widely used in contributing to learning activities, including history learning. Several studies have attempted to explain how the use of gamification in historical learning activities and measure the effect of the use of gamification in history learning. As research findings, we identified several effects of using gamification in historical education, including the learning process, gamification components, teacher perceptions, interests, understanding material, student involvement in learning, motivation and interests, and student perceptions.

Design Gamification Model in Local History Learning

“…After that, lecturers can use existing applications, such as Kahoot!, socrative, class dojo, class badges, class craft, ribbon hero, play brighter, goose chase, Minecraft: education edition, and others [23]. You can also develop your application.…”

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“…Gamification tools can encourage people to discover historical places and visit cultural landmarks by engaging in serious games (Khan et al, 2020). According to empirical and theoretical research, students' motivation, interests, the learning process, interactions in learning, and comprehension of the subject are all affected using gamification in history education (Agus et al, 2021). Gamification can inspire students to think about the present and the past, observe historical records, engage in historical simulations, and replicate material historical events through a novel style of engagement (Agus et al, 2021).…”

“…According to empirical and theoretical research, students' motivation, interests, the learning process, interactions in learning, and comprehension of the subject are all affected using gamification in history education (Agus et al, 2021). Gamification can inspire students to think about the present and the past, observe historical records, engage in historical simulations, and replicate material historical events through a novel style of engagement (Agus et al, 2021). According to the review of the development strategies and official reports by Cheah and Merican (2012), the Malaysian government's plan to digitize education is still in the infancy stage.…”

“…In this study, history learning, precisely Japanese Occupation in Sarawak, has been supported via gamification and technology, where museum resources have been brought to students in physical and virtual formats. Ideally, including the gamification component in history learning improves students' involvement and engagement in learning, enabling educational innovation (Agus et al, 2021). The Japanese Occupation of Sarawak has been taught by dividing it into 4 phases, Invasion, Effects, Resistance, and Liberation & Aftermath, each with its narration.…”

Gamifikasi Berbasis Classcraft Sebagai Inovasi Pembelajaran Online Pada Masa Pandemi Covid-19

“…Salah satu inovasi tersebut yaitu mengintegrasikan pembelajaran online dengan permainan/game atau disebut gamifikasi. Menurut Shavab, et. al (2021) gamifikasi merupakan permainan/game dalam kegiatan pembelajaran dengan menggunakan platform yang dapat diakses oleh guru dan peserta didik, dimana platform tersebut dapat dibuat sendiri atau menggunakan yang sudah ada.…”