Please enable JavaScript.
Coggle requires JavaScript to display documents.
Gamification in Education: Effectiveness and Challenges of Implementation …
Gamification in Education: Effectiveness and Challenges of Implementation
Type of Educational Research
Qualitative
A4: Interviewed experience of five participants (teachers) that implemented gamification in their classroonm
Mixed Methods
A1
Interviewed two experts of gamification face-to-face
Created a Perceived usefulness of gamified learning tools (PU-GLT) scale using 7-point Likert scale and modified it based on the interview from the teachers and experts
Qualitative: Interviewed 530 ESL teachers, 516 emails replied, 347 valid email interview responses and 14 face-to-face interviews
A2
Quantitative: Questionnaire was conducted to using Google form to collect information about using Duolingo as a gamification tool
Qualitative: Interview from private messages in Whatsapp on the usage of Duolingo as a gamification tool
Quantitative
Questionnaire
A3: Pre-test (before gamification) and post-test (after gamification)
A5: Show cause-and-effect relationship through data collected
A6: Assess learning skills and satisfaction using likert scale
Survey
A7: Conducted to identify the possible relationship between performance expectancy and acceptance of gamification
Research Design
The research conducted on students (A2, A3, A5, A6, A7) mostly focuses on the positive effects of gamification on the learning outcome or effectiveness
A5:Survey Research conducted on local primary schools’ learners (10-11 years old) around Selangor (Gamifying education for engagement)
A6:Participatory research method on 4th-year students at Faculty of Pharmacy, Silpakorn University (Improving learning outcomes using gamification)
A3:Quasi-experimental on 48 students from various engineering majors (Motivation and Engagement)
A7:Descriptive Study on 160 diploma students of Malaysian public higher education institutions (Acceptance of gamification)
A2:Action Research on 15 2nd semester students in EFL classroom (Increasing motivation using gamification)
The research that focuses on teachers (A1 and A4) focuses on the implementation of gamification in the classroom
A1:Sequential mixed method on 530 secondary-school ESL teachers (Perceived usefulness of gamification for teachers)
A4:Case Study on teachers of the Portuguese 3rd Cycle of Basic Education with students aged 12 to 15 years old (Difficulties implementation of Gamification)
Problems/Issues/Gaps
Types of educational research
Most of the research conducted on gamification utilizes quantitative method in collect data (A3, A5, A6, A7)
However very few studies utilize qualitative (A4) or mixed methods (A1, A2).
More qualitative studies are required to further explore teacher and students perception on gamification
More mixed method studies are required to further support previously conducted quantitative studies
Student and teacher acceptance of implementation of gamification
Learning outcome
A7: Performance expectancy from students. Students that learn using gamification expects better performances.
A6: Students expects greater problem-based learning when using gamification
A1: Perceived usefulness and perceived ease of use for the teacher would influence the implementation of gamificartion
Implementation of gamification
When using gamification in teaching, most of the implementation of gamification uses gamification tools or apps that required devices and internet connections.
A3 (Quizzes)
A4 (Educaplay, Edmodo, Huntzz, Flippity, Bluerabbit)
However there are few studies that
Implements gamification elements without using gamification tools in the classroom
Implements gamification tools in physical classroom
A2 (Duolingo)
A6 (Kahoot)
Problems identified: Engagement
A4: Based on the emotions and engagement created by games, a new concept arises, gamification
A5: Using traditional teaching methods and techniques
can lead to boredom, unmotivated, and disengagement
A3: Learning curriculum can abstract and challenging to learn, mainly due to the difficulty in relating to the real world
A2: The focus on language education in the 21st century is no longer on grammar, memorization, and learning from rote, but rather utilizing language and cultural understanding as a means to interact and connect to others around the world
Findings
Increased engagement and motivation
A3: The results indicated that gamification increased student engagement and attitudeds
A5: Results indicated that gamification improved students self-directed learning
A2: It is also confirmed that students gave positive attitudes and results in the implementation of Duolingo in grammar lesson.
Teacher implementation
A4: The most complex gamified activities
were related to the teacher’s gaming experience, use of digital tools, and risk-taking.
A1: Using gamified learning tools in teaching is determined by perceived usefulness (PU) and perceived ease of use (PEoU)
Increased performance
A6: This study demonstrates that gamification can positively impact problem-based learning and create an effective learning environment for new learners
A7: Students accept the use of gamification because of performance expectancy which positive learning outcomes
Alternative solutions
Selection criteria for gamified tools
Perceived usefulness expectancy
A1: Used gamified tools should be perceived useful in academic performance
A7: Gamified tools should be useful in increasing student performance and performance expectancy
Engagement:
A3: Emotional engagement refers to positive reactions to school, such as enjoyment and the experience of belonging. On the other hand, cognitive engagement refers to strategic learning skills, motivation, and problem-solving. Both types of engagement are
correlated with gamification strategies to drive students’ motivation and academic success
A5: It is concluded that learners agreed that gamified lessons have their contributions when adequately developed and well-equipped with certain game elements
A2: 15 out of 15 students stated that they enjoyed learning English with Duolingo because it was fun, quite interesting, simple, modern, and easy to use.
A6: Factors in learning using game such as Kahoot! such as flow experience, gameplay anxiety may also influence the learning performance and outcomes in class
A1: Gamified tools should be perceived useful in providing and enjoyable learning experience
Teachers guideline in creating gamified lessons
A4: The Octalysis Framework was developed by Chou based on his experience as a player. Human motivation can be triggered by at least one of the eight Core Drives
A6: Using Kahoot!, teachers must also lay out appropriate guideline and questions that correspond to the learning objectives in subtopics to help students organized in learning
A3: One model used to identify the level of motivation in education and technology is
Keller’s ARCS (attention, relevance, confidence, and satisfaction) model