Intrinsic and Extrinsic Motivation for Online Teaching in COVID-19: Applications, Issues, and Solution

Duggal, Kavisha; Singh, Parminder; Gupta, Lovi Raj

doi:10.1007/978-3-030-60039-6_17

Cited by 7 publications

(2 citation statements)

References 22 publications

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“…This fun learning experience, of course, will impact the interests and motivation of students. Students' increased interest and motivation students increased interest and motivation will trigger curiosity and lead to a further and deeper exploration of what they have done (Duggal et al, 2021). Similar research also found the same thing, that game-based learning can improve student achievement and learning attitudes .…”

Section: Graph 1 Percentage Of Before and After Implementing Game Based Learning Funmentioning

confidence: 69%

Fun Pattern Based Learning Approach for Social Studies Learning during the Covid-19 Pandemic

Tetep

Dahlena

2021

AIJP

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In the current situation, students consider a less exciting subject and less motivated to learn social studies. So that students tend to be less enthusiastic when participating in learning, especially in distance learning. This study aims to describe social studies learning innovations for students based on fun educational games for students. This research method is a qualitative method using case study techniques directly on students and literature students. The results of this study are; (1) social studies learning strategies based on fun educational games related to simple social studies materials, but packaged in interesting patterns for students so that they can increase students motivation and interest in learning, especially in social studies learning; (2) Increasing the optimization of students in understanding social studies materials with the concept of strengthening reflection in social studies learning, especially in the introduction of regions and cultures in Indonesia.

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Section: Graph 1 Percentage Of Before and After Implementing Game Based Learning Funmentioning

confidence: 69%

Fun Pattern Based Learning Approach for Social Studies Learning during the Covid-19 Pandemic

Tetep

Dahlena

2021

AIJP

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“…Given the current pandemic situation and the increased need to develop and deploy online educational platforms and courses, the application of gamification activities and elements has increased. However, the major problem remains students' low participation rate, affecting the transfer of knowledge and effective education (Dhingra et al, 2021; Duggal et al, 2021). Most of the available gamification courses are poorly designed due to the sudden and increased need to shift from face-to-face environments into online platforms, which further affects how effectively these gamification courses can affect learners' motivation and engagement to improve the dissemination of knowledge.…”

Section: Discussionmentioning

confidence: 99%

An Empirical Investigation of the Different Levels of Gamification in an Introductory Programming Course

Imran

2022

Journal of Educational Computing Research

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Adding gaming elements to conventional teaching methodologies has gained a lot of attention because of its ability to incorporate an engaging, motivating, and fun-based environment. As a result, learners' dedication and performance are also better. Unfortunately, current gamification models do not consider the effect of different levels of gamification. Therefore, this study provides deeper insight into the three levels of gamification on the motivation, engagement, and performance of 450 undergraduates enrolled in an online course. The level of gamification is experimentally manipulated based on different gaming elements and the presentation of learning content. The outcomes were measured at three points. Quantitative methods were used to analyze defined measures, and qualitative methods were used to analyze open-ended measures. The results revealed no change in outcomes between all groups during pre-course and mid-course assessments. However, motivation, engagement, and performance are improved in gamified environments, and these effects are more noticeable towards the end of the course. It was discovered that the gamification level was a significant determinant of motivation and performance but not engagement, which highlights the importance of implementing gamification in educational platforms. The gamification appeared to be a pedagogically profound way of engaging students in the online course. The whole setup triggered the learner’s motivation to learn and perform in the course. We conclude that gamification does help in motivation, engagement and performance if considered properly. Thus, educators and educational institutions seeking to enhance student motivation and performance may look at the ‘right level’ of gamification as an appropriate methodology.

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Gamification in Education

Zainuddin,

Chu,

Perera

2024

Gamification in a Flipped Classroom

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Intrinsic and Extrinsic Motivation for Online Teaching in COVID-19: Applications, Issues, and Solution

Cited by 7 publications

References 22 publications

Fun Pattern Based Learning Approach for Social Studies Learning during the Covid-19 Pandemic

Fun Pattern Based Learning Approach for Social Studies Learning during the Covid-19 Pandemic

An Empirical Investigation of the Different Levels of Gamification in an Introductory Programming Course

Gamification in Education

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