Integrating ease of use and affordable gamification-based instruction into a remote learning environment

Abstract

Increasing student engagement and improving learning outcomes are ongoing issues in higher education worldwide. These issues were particularly pertinent during the COVID-19 pandemic when remote learning was selected as the primary instructional learning setting. This study aims to assess the impact of gamification-based quiz instruction in driving college students’ learning in an online class during the COVID-19 pandemic at a remote institution of higher education in Indonesia ( n = 68). The study employs an explanatory sequential mixed-method approach, including quasi-experimental research, quantitative surveys, and qualitative interviews. The findings indicate that the overall result of the four tests conducted during the intervention indicates a statistically significant difference among the three groups. The gamification-based quizzes increase student enthusiasm and improve learning outcomes. The study demonstrates the transformation induced by the ease of use and low cost of digital gaming platforms from mundane activities, such as listening to lectures on Zoom, to enjoyable educational gaming activities. The weekly gamification-based formative assessments using easy-to-use media significantly increase student engagement, critical and creative thinking, and information literacy during the learning process.

A Structural Equation Modelling Analysis of Gamification’s Impact on Purchase Intention

“…Interestingly, only PE, social interaction) and PU significantly impactusers' intention to use gamified websites, not PEOU. This refutes the findings of Yang et al (2017), Aparicio et al (2021), andZainuddin (2023) on the positive association between buying intention and PEOU and affirms Benbasat and Barki (2007) and Li (2014) on the irrelevance of PEOU in the gamified environment. This suggests consumers might continue shopping even without finding any utility because the experience in different gamified activities is enhanced with enjoyment and social interaction.…”

“…According to Huotari and Hamari (2017), the value of game service is a subjective perception of the user. However, research suggests that perceived enjoyment (Yang et al, 2017;Yang et al, 2018), ease of use (Aparicio et al, 2021;Zainuddin, 2023;Yang et al, 2017), perceived utility (Aparicio et al, 2021;Hsu & Chen, 2018;Yang et al, 2017) and social interaction (Dikcius et al, 2021;Tabaeeian et al, 2023) are the common measures which impact buying intention of users.…”

Gamification on Netboard: The Students’ Perceptions of its Practice in ESP Classroom

“…Besides, the interaction with gamification on Netboard is straightforward and intuitive. Zainuddin (2023) state that the two gamification platforms that were implemented in his class were user-friendly and convenient. However, they may have required technical knowledge to gain access to the platforms.…”

Epistemic Goals and Practices in Biology Curriculum—the Philippines and Japan

“…This drives students' eagerness to learn, while simplifying and adding excitement to the learning process (Rasul et al, 2011). AVM found to enhance student motivation and engagement (Dichev & Dicheva, 2017), as well as improve positive learning outcomes (Zainuddin, 2023), thus positively impacting student focus and concentration. Integrating gamified elements proved effective in capturing students' attention and foster a higher level of engagement.…”