Implementation of The Gamification Concept Using<i>KAHOOT!</i>Among TVET Students: An Observation

Ismail, Mohd Erfy; Sa’adan, Nadzrah; Samsudin, Mohd Ali; Hamzah, Norhasyimah; Razali, Nizamuddin; Mahazir, I Irwan

doi:10.1088/1742-6596/1140/1/012013

Cited by 24 publications

(21 citation statements)

References 29 publications

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“…It is important to have students involved directly in the process and not continue thinking that they are actors who only receive information. As Ismail et al ( 2018 ) well stated it, “This gamification approach to education is considered as one of the new teaching era that it is capable of improving students' achievement”.…”

Section: Discussionmentioning

confidence: 99%

Ranking of problems and solutions in the teaching and learning of object-oriented programming

2022

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This study describes the most relevant problems and solutions found in the literature on teaching and learning of object-oriented programming (OOP). The identification of the problem was based on tertiary studies from the IEEE Xplore, Scopus, ACM Digital Library and Science Direct repositories. The problems and solutions identified were ranked through the multi-criteria decision methods DEMATEL and TOPSIS in order to determine the best solutions to the problems found and to apply these results in the academic context. The main contribution of this study was the categorization of OOP problems and solutions, as well as the proposal of strategies to improve the problem. Among the most relevant problems it was found: 1) difficulty in understanding, teaching and implementing object-orientation, 2) difficulties related to understanding classes and 3) difficulty in understanding object-oriented relationships. After doing the multicriteria analysis, it was found that the most important solutions to face the problems found in the teaching of OOP were: 1) use of active learning techniques and intrinsic rewards and 2) emphasize on basic programming concepts and introduce the object-oriented paradigm at an early point in the curriculum. As a conclusion, it was evidenced that there is coherence between the literary guarantee that gives support to the problems and solutions in the teaching of OOP presented in this study and the approaches that experts in the area of development highlight as relevant when they identify weaknesses in the process.

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Section: Discussionmentioning

confidence: 99%

Ranking of problems and solutions in the teaching and learning of object-oriented programming

2022

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“…The importance of the use of gamification in the learning process, especially in the technical and vocational courses in higher professional education. Aspects such as attitude towards gamification, the motivation of learners and learners perception plays an essential role in ensuring that the learning can be enhanced by using an effective method that can provide maximum learning level, thus ensuring that the knowledge delivered by educators effectively produced (Ismail et al, 2018). In line with this, participants also tend to be positive perception of gamification in the learning process (Rahman & Ahmad, 2018).…”

Section: Introductionmentioning

confidence: 99%

Analyzing the response of learners to use kahoot as gamification of learning physics

Henukh¹,

Guntara²

2020

Gravity Untirta

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This study aims to investigate the response of learners to use Kahoot as a gamification of learning. Kahoot is available for free applications, and this platform can be used in gamification based learning. Kahoot allows educators to make games based on quizzed, surveys, and other things related. Kahoot can be accessed using a smartphone-based on android and ios as well as through a computer with address www.kahoot.it. The method used in this research is descriptive method qualitative data support the results of analyzing the response of pesetas learners. This research was conducted in SMP Tunas Bangsa, West Jakarta learner class VII, with several 16 students. The instrument used in this study was a questionnaire. Instrument used validated using product moment formula and reliability using the formula KR-20. Based on the results of data analysis and discussion, we can conclude that the response of learners in the use Kahoot as gamification of learning that is in the select category with an average overall score obtained is 87.28%.

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“…The use of teaching aids is important to enhance students' understanding while maintaining their learning interest (Azman, Azlee, Musttapha, Balakrishnan & Mohd Isa, 2014). For example, the use of gamification in a teaching and learning session has shown positive achievement in the attitude, motivation and perception of the vocational college students (Ismail, Sa'adan, Samsudin, Hamzah, Razali & Mahazir, 2018). A suitable teaching aid in teaching and learning session also will able to increase students' focus on teaching and learning session (Jasmi, Ilias, Tamuri & Mohd Hamzah, 2011).…”

Section: Introductionmentioning

confidence: 99%

Teaching Vocational with Technology: A Study of Teaching Aids Applied in Malaysian Vocational Classroom

Rahman

Hussain

Zulkifli

2020

IJLTER

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The Electronic Hardware Repair and Maintenance Course (EHRM) is one of vocational courses at Malaysian Vocational Colleges which have theoretical concepts that students find difficult to understand. Thus, implementation of technological teaching aids (TA) has been expected to help teachers better explain the theoretical concept in this course. The purpose of this study was to identify the various teaching aids applied in EHRM learning sessions as well as to study the usage level of technological teaching aids. This quantitative study was conducted using the questionnaire as the research instrument, the data were analysed descriptively then were reported in percentage and mean. The samples of the study involved 360 students and 106 teachers in the field of Electronic Technology at Malaysian vocational colleges. The findings show that the most widely technological teaching aids used by the Malaysian Vocational college teachers in EHRM classes are radios, televisions, computers and LCD projectors. However, this study found that the use of online material, such as websites, in the EHRM Course is still at low level. This study also indicates that the overall usage of teaching aids in EHRM classes is still at moderate level. Based on the outcome of the study, teaching and learning of EHRM course in Malaysian vocational colleges have been suggested to increase the level of technological teaching aids usage, especially by utilising online-based learning resources to make class sessions more interesting as well as enhancing the student learning outcomes.

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Implementation of The Gamification Concept UsingKAHOOT!Among TVET Students: An Observation

Cited by 24 publications

References 29 publications

Ranking of problems and solutions in the teaching and learning of object-oriented programming

Ranking of problems and solutions in the teaching and learning of object-oriented programming

Analyzing the response of learners to use kahoot as gamification of learning physics

Teaching Vocational with Technology: A Study of Teaching Aids Applied in Malaysian Vocational Classroom

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