Questionify: Gamification in Education

Kasinathan, Vinothini; Fauzi, Rahmat; Rani, Mohamad Firdaus Che Abdul

doi:10.30880/ijie.2018.10.06.019

Cited by 12 publications

(10 citation statements)

References 4 publications

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“…Guérard-Poirier et al ( 2020 ) Checklist (progression), Feedback , Points, Scoreboard , Progress bar , Leaderboard Not specified 6. Kasinathan et al ( 2018 ) Scoreboard (points) , Time progress bar (time for each question) , Challenges Not specified 7. Kyewski and Krämer ( 2018 ) Badges Self-determination theory SDT (Ryan & Deci, 2000 ) Social comparison theory 8.…”

Section: Results Of the Searchmentioning

confidence: 99%

“…In the reviewed collection, five studies employed one single game element (Coleman, 2018 ; Garnett & Button, 2018 ; Kyewski & Krämer, 2018 ; Facey-Shaw et al, 2020 ; Dikcius et al, 2021 ), three other studies gamified systems using two game elements (Fajiculay et al, 2017 ; Smith, 2017 ; Donnermann et al, 2021 ), five other studies used three game elements (Hisham & Sulaiman, 2017 ; Kasinathan et al, 2018 ; Romero-Rodriguez et al, 2019 ; Khaleel et al, 2020 ; Sanchez et al, 2020 ) while the remaining ones used more than three elements.…”

Section: Results Of the Searchmentioning

confidence: 99%

“…An educational network for surgical education supported by gamification elements and GRS system (global rating scale) were used 6. Kasinathan et al ( 2018 ) A mobile application ‘Questionify’ was developed using C# and java languages, which was intended to students of Software Engineering course. In this paper, the application was described in detail and some elements of application design are explored in depth (database tables, interfaces, structure) 7.…”

Section: Appendixmentioning

confidence: 99%

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Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

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In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

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Section: Results Of the Searchmentioning

confidence: 99%

Section: Results Of the Searchmentioning

confidence: 99%

Section: Appendixmentioning

confidence: 99%

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Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

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“…This scenario makes participation being out of necessity instead of self-initiated [25]. Moreover, PowerPoint slides are overused and often overloaded with information making it repulsive [26]. Students end up ignoring or writing notes.…”

Section: Introductionmentioning

confidence: 99%

The need of gamified assessment for engaging learning experience

2020

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Gamification described as the use of game elements for purposes beyond games. As an extension of that, gamified assessment is defined as the use of gamification for assessment purposes. However, the traditional method of assessment remains the standard for student performance assessment, and this raises two assumptions. First, the current gamification implementation is still in its infancy. Thus, it is still unappealing enough for practical use. Second, there is a lack of study that brings forward the desire to have gamification implemented in the assessment. Hence, this study intends to explore the student’s perception of gamified assessment followed by their verdict, acquire the strength and weakness points of the existing implementation. In total, 86 students across several universities in Malaysia involved in this study. The present study implemented standard descriptive statistical methods for analyzing the data. The findings showed that there are needs for gamified assessment for an engaging learning experience. Besides, the results showed one of the earlier presumptions, which is the lack of study that points toward the student’s desire to have a gamified assessment. Keenly, the results of the study will emphasize the need for developing a rigorous gamified assessment model as a guideline to develop an application that engaging learning experience.

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“…Even though gamification on the current trending method to increase the motivation and engagement of users, it can also be conceptualized as [3,4]. In their paper [9] explain the concept of gamification boost the students engagement is class activities.…”

Section: Introductionmentioning

confidence: 99%

Gamification concept for encouraging lecture attendance

Kasinathan

Rani

et al. 2019

IJEECS

Self Cite

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<span>New generation of students has high dependence on technology and embrace social learning environments that have low barrier to access. This means in-class lectures are not popular anymore, and in fact has become a burden for them to cope. To resolve the issue of low student attendance, this paper proposes a character growth game with the concept of gamification in education that is able to track and reward student attendance called PetAttendToClass. PetAttendToClass is a client-based system developed using C# and unity3D game engine. Although finding from the UAT session revealed that some users believed that attendance is the responsibility of the student, gamification is meant to turn this mundane responsibility into something motivative, interactive and interesting. It is hoped that by gamifying the class attendance, student will be motivated to attend their daily classes.</span>

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Questionify: Gamification in Education

Cited by 12 publications

References 4 publications

Gamification of e-learning in higher education: a systematic literature review

Gamification of e-learning in higher education: a systematic literature review

The need of gamified assessment for engaging learning experience

Gamification concept for encouraging lecture attendance

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