Improving Students' Motivation to Learn through Gamification

Hasan, Muhammad Luqman; Mohyaldinn, Mysara Eissa; Aziz, Nabilla Afzan Hja; Mohamed, Muhammad Azfar

doi:10.1109/weef.2017.8467059

Cited by 11 publications

(10 citation statements)

References 39 publications

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“…For instance, game-based learning, blended learning, mind mapping, and scales assessing the learning process were included. Studies have shown that gamified learning, classroom games, and blended learning are innovations that can improve students’ learning and support their personalized evaluation (Hasan et al, 2017; Radley et al, 2016; Wu et al, 2023). Moreover, many evaluation methods, such as performance evaluation and mind mapping, are student-centered and can be used to monitor students’ learning processes and performance.…”

Section: Discussionmentioning

confidence: 99%

Pre-Service Teachers’ Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

Liu,

Sun,

Liu

et al. 2023

SAGE Open

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Innovation capability has become a necessary requirement for qualified teachers in the context of informatization. However, the validity and objectivity of existing assessments are unclear. Therefore, this study selected nine researchers to evaluate the instructional innovation capabilities of 60 pre-service teachers from a Chinese normal university. The Many-Faceted Rasch Model (MFRM) was used to measure and analyze the rater severity, difficulty of evaluation criteria, and instructional innovation capability of pre-service teachers. Combined with qualitative analysis, the results showed that most participants had moderate instructional innovation capability, and only certain individuals demonstrated a high level. In addition, innovation related to teaching content and learning activities was easier than innovation related to instructional and evaluation strategies. These results suggest directions for fostering pre-service teachers’ instructional innovation capabilities.

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Section: Discussionmentioning

confidence: 99%

Pre-Service Teachers’ Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

Liu,

Sun,

Liu

et al. 2023

SAGE Open

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“…The students claimed on how games escalate their will to learn and forestalling fatigue due to boredom in the process of learning. Moreover, previous study emphasized on how games are considered as an approach which is the most favored to be used in a learning environment due to its pleasurable nature (Hasan et al, 2017;Rahayu & Fujiati, 2018). It is also attempted by previous study to use games to motivate students in learning vocabulary and reported students' response by saying how their faces lighten up when they are introduced to a game (Al-Shawi, 2014).…”

Section: Discussionmentioning

confidence: 99%

“…Other study highlighted the idea that through gamification, people play games to enlighten their mood because games are naturally pleasurable (Hasan et al, 2017). This shows that games are able to build up intrinsic motivation that comes from within a person.…”

Section: Introductionmentioning

confidence: 98%

Improving Students’ Motivation in Learning English through Gamification

Amalia

Inayati

Marini

2023

JPBI

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In the event of world pandemic of COVID-19, emergency remote learning settings have become normalized in Indonesia and it has affected students’ motivation in learning. Educators around the world have found a way to enhance students’ motivation through gamification. Therefore this study aims to improve students’ motivation in learning English through gamification in online learning settings. This study was conducted at a Private Junior High School with 36 eighth graders. The method used in this study is Classroom Action Research (CAR). After conducting two cycles in the implementation phase, the result, supported by the questionnaire, interview, and observation data, shows how gamification is able to improve students’ motivation. In collecting the data, qualitative and quantitative method were used. The questionnaire as the quantitative data, consist of subdimensions of intrinsic and extrinsic motivation. As for the qualitative method, to identify the students’ problem, observation and an end-of-cycle interview were conducted. Through two cycles, the implemented action was able to improve students’ motivation in English class and enlighten the ambience of the class. Although students’ response to gamification was highly favorable, the findings also suggest a new issue. Some students have developed a speech anxiety by learning online due to fear of making mistakes and a feeling of embarrassment. The current study has been able to shed lights on the benefits of gamification in a teaching and learning process of English Language Teaching (ELT).

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“…de Freitas et al (2017) reviewed three gamified learning analytics dashboards in development in the UK, Belgium, and Australia, and the review highlighted the benefits of combining the engaging elements of gamification with data analytics visualization. In one case study within a geoscience course, the use of points and leaderboards resulted in increased motivation, but the study's design limited generalizability (Hasan et al, 2017). Although many studies are associated with positive outcomes, in some cases, gamification can be a detriment to learning.…”

Section: Related Workmentioning

confidence: 99%

Investigating the impact of a gamified learning analytics dashboard: Student experiences and academic achievement

Alam,

Malone,

Nadolny

et al. 2023

Computer Assisted Learning

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BackgroundThe substantial growth in gamification research has connected gamified learning to enhanced engagement, improved performance, and greater motivation. Similar to gamification, personalized learning analytics dashboards can enhance student engagement.ObjectivesThis study explores the student experiences and academic achievements using a gamified dashboard in a large, introductory STEM course.MethodsWe examined two groups of students enrolled in different sections of a one‐semester‐long physical geology course with a total enrollment of 223 students. The only difference between the groups was that one had access to the dashboard. The data collection included students' assignments, overall performances, and exam scores. Students in both sections completed a Science Literacy Concept Inventory survey at the beginning and end of the term. Additionally, students completed an end‐of‐term survey containing open‐ended questions on their experience and interactions with specific elements.ResultsStudents shared mostly positive comments about their experience with the dashboard, and the final grade of students with access to the dashboard was 13% higher, on average, compared to their peers in the non‐dashboard section.ConclusionWith low costs and little time invested, gamified dashboards could have a significant impact on student performance in large STEM lecture courses.

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Improving Students' Motivation to Learn through Gamification

Cited by 11 publications

References 39 publications

Pre-Service Teachers’ Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

Pre-Service Teachers’ Instructional Innovation Capabilities: A Many-Faceted Rasch Model Analysis

Improving Students’ Motivation in Learning English through Gamification

Investigating the impact of a gamified learning analytics dashboard: Student experiences and academic achievement

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