The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

Abstract

Currently, there is a growing interest for applying gamification in e-learning due to innovations in technologies and pedagogies. However, motivation and engagement related problems can arise when the gamification elements are not personalized to match the individual's needs. Therefore, this research proposes a Hybrid Learning Model that combines both Gamification and Personality Traits to increase academic achievement and motivation for students who are studying foreign languages online. The methodology for the Hybrid Learning Model includes three different stages: pre-play stage where the students' personalities are gathered using the Big Five Personality questionnaire, gameplay stage where students' dominant personalities are examined to create gamified learning systems based on the Felder-Silverman Learning Style Model, and the post-play stage where the effectiveness of the Hybrid Learning Model is measured through a recall test to measure achievement and an ARCS motivation questionnaire to measure motivation using various statistical analysis. The Hybrid Learning Model is applied to a language learning web application named VocaManager and tested the Korean vocabulary skills of non-native students who were learning Korean at a local language center in Indonesia. Using SPSS software, the results showed that students who studied under the Hybrid Learning Model had a significant improvement in both their learning achievements and motivation. In addition, the research revealed a significant positive correlation between students' motivation and students' academic achievements.

Conceptual Framework for an Adaptive Tutorial System with Gamification to Enhance Digital Literacy

“…In addition to the game mechanics to help learners feel engaged and have fun while learning, games can also help create a sense of security and resolve feelings of failure that arise during learning. Failure to recognize this results in disengagement, frustration, and disinterest on the part of the learner [39]. This confirms the findings of Lee and Hammer [41], suggesting that games have the potential to stimulate and improve certain moods such as curiosity, optimism, pride, or safety through positive practices resulting from game failure, which allows for risk-free learning through repetition.…”

“…This system was proposed based on a conceptual framework that provides a test item for practice based on the learner's proficiency level [23,25,43]. It also employs game mechanics to make the students who lack the motivation to practice taking exams more enjoyable and challenging [39,[41][42]. The findings of this study can be summarised into six components of the system design that have been validated by experts, consisting of 1) measuring students' performance, 2) student's profile, 3) test item bank, 4) matching students' profiles and the test item, 5) game elements management, and 6) user interface.…”

“…Gamification increased student engagement, which resulted in improved student practice and productivity. Additionally, according to Kang and Kusuma [39], it is possible to increase students' motivation to learn by incorporating gamification elements into e-learning and matching specific gamification elements to the students' personalities, resulting in increased academic achievement. Malas and Hamtini [40] proposed a Gamified E-learning Design model (GED) to increase students' participation, performance, and motivation for learning by developing an e-learning platform.…”

Gamification in Teaching and Learning Languages: A Systematic Literature Review

“…There are some theoretical approaches and some technical strategies behind the acquisition of the second language. Some novel approaches of hybrid learning model though combining personal and gamification characteristics for learning language based on the Felder-Silverman model of learning style have been spotted as the approach proposed by Kang and Kusuma in (2020). It has been noticed that teachers' perceptions and attitudes can also be impacted by the use and implementation of gamification elements in teaching language (Asiri, 2019).…”

A Review of Data Analysis for Gamification: Challenges, Motivations, Recommendations and Methodological Aspects

“…The design of the digital gamification has implications towards learners' learning outcomes and experiences. Digital gamification associated articles (n=30/312) (Dehghanzadeh, Fardanesh, Hatami, Talaee&Noroozi, 2019), prototype development designed as to motivate and engage engineering students towards improving their speaking skills was proven to be a novel findings (Singh et al, 2019), development of e-course based on the LMS MOODLE that was infuse with elements of gamification such as games, badges, Easter eggs and leaderboard were found to be effective to enhance students' motivation (Yurzhenko, 2019), learning English by adopting and applying valuable elements from gamification (Lina LaftaJassim, Hisham Dzakiria, 2019), Karaaslan, Kilic, Yalcin &Gullu, 2018) combined synchronous and asynchronous learning materials to teach vocabularies through interactive virtual learning platform, Ling (2018) looked at the impact of meaningful gaming on students' motivation in a higher education setting, development of digital card games for educational purposes (Kordaki, 2017), learning through instructional digital games among pre-school children (Samur, 2019), adapted the prize-winning holographic game and designed a novel mobile application to assist Spanish speaking children to practice English pronunciation Cerezo, Calderon & Romero, 2019), development of educational app for accounting students (Zhao, 2019), a study on pre-service teachers' behaviours and beliefs regarding digital game-based language learning (DGBLL, Blume, 2020), reason why educators marginalised digital game-based language learning (DGBLL) (Blume, 2019) , technology facilitated urban gaming (Pitura&Terlecka-Pacut, 2018), combination of gamification and personality traits through to propose the Hybrid Learning Model to boost student's academic achievement and motivations (Kang & Kusuma, 2020), development of mobile apps using gamification for kindergarten children (Tamtama, Suryanto&Suyoto, 2020), reviews on technology, pedagogy, and gaming (Laine, 2018), implementation of the M-learning elements into mobile game technology (Yahya, Ahmad &Maksom, 2018), hedonic theory and observational theory to propose a model that would exemplify gamer's playful consumption (Abbasi, Ting, Hlavacs& Fayyaz, 2018), discussing key issues on location based games for educational purposes (Xanthopoulos&Xinogalos, 2018), a reviews on disadvantages of video games and current developments in technologies (Kenwright, 2017), computer games to be proven to improve vocabulary acquisition and some limitations as not all games are beneficial for language learning (Klimova&Kacet, 2017), digital gaming by South African tourism teachers for better learning opportunities (Adukaite, Zyl, Sebnem&Cantoni, 2017), combination of a gaming approach with optimal language learning (Stoakley& Kim, 2017), incorporating instructional video games to teach vocabulary (Hadi, 2017), digital commercial digital video to boost students' motivation in learning (Ebrahimzadeh&Alavi, 2017), combination of gamification with mobile assisted language learning to improve students' English competencies (So, Shin, Wong &Davaasuren, 2017),analyse the educational 3D mobile game "Labours of Hercules" (LOH) using the main elements of ...…”