Gamification in Education Context: The Intention, The Design and The Result
Abstract views: 294
,
PDF downloads: 216
Abstract
Gamification has been widely adopted in many areas, including in the educational context. The students need to be motivated in following the learning process because everyone feels happy to learn if there is no coercion. By presenting something fun and enjoyable, students are expected to be more involved in the learning process, which will achieve better learning outcomes. Gamification is very reliable in bringing fun and pleasure to the learning process for the students. We analyze three items from the previous study; the intention and what the goals are expected, how to design, and the result of gamification in the education context. We found the intentions of gamification adoption in an educational context. They are to increase students' motivation to learn and present an alternative learning method that is more fun and enjoyable. And for the success of this gamification program, a game application can be developed using existing sophisticated technology and by presenting a reward system mechanism. The presence of points, badges, and leader boards cannot be separated from the gamification because it is a very inherent gamification feature to motivate students to play the game. Getting students to use the games intensively is not the only result we expect, but it also makes students learn better to produce good learning outcomes.
References
F. Gómez-Gonzalvo, P. Molina and J. Devís-Devís, "Which are the patterns of video game use in Spanish school adolescents?", Entertainment Computing 34, 2020.
J. Bae, D. M. Koo and P. Mattila, "Affective motives to play online games", Journal of Global Scholars of Marketing Science 26 (2), pp. 174-184, 2006.
C. Chen, "Playing mobile games for stress recovery purposes: A survey of Chinese adolescents" Telematics and Informatics 56, 2020.
E. Collins and A. L. Cox, "Switch on to games: Can digital games aid post-work recovery?", Int. J. Human-Computer Studies 72, pp. 654-662, 2014.
L. Reinecke, "Games and recovery: the use of video and computer games to recuperate from stress and strain", Journal of Media Psychology Theories Methods and Applications 21 (3), pp. 126-142, 2009.
R. Bernhaupt, Game User Experience Evaluation (Springer International Publishing, Switzerland, 2015
J. A. Ghani and S. P. Deshpande, Task Characteristics and the Experience of Optimal Flow in Human-Computer Interaction", The Journal of Psychology 4, pp. 128, 1994.
D. L. Hoffman and T. P. Novak, "Flow Online: Lessons Learned and Future Prospects", Journal of Interactive Marketing 23(1), pp. 23-34, 2009.
T. Zhou, "Understanding the effect of flow on user adoption of mobile games" Personal and Ubiquitous Computing 17(4), pp. 741-748, April 2013.
B. G. Salvat and J. Aguayos, Pantallas, juegos y educación: La alfabetización digital en la escuela, Desclée de Brouwer, Bilbao- Spain, 2004.
K. Salen and E. Zimmerman, Rules of Play: Game Design Fundamentals, MIT Press, London, 2004.
K. Robson, K. Plangger, J. H. Kietzmann, I. McCarthy and L. Pitt, "Is it all a game? Understanding the principles of gamification", Business Horizons 58 (4), pp. 411-420, 2015.
K. Werbach and D. Hunter, For the win: how game thinking can revolutionize your business, Wharton Digital Press, Philadelphia, October 2012.
K. Werbach, "(Re)Defining Gamification: A Process Approach", in Spagnolli A., Chittaro L., Gamberini L. (eds) Persuasive Technology. PERSUASIVE 2014. LNCS 8462, 2014.
K. Huotari and J. Hamari, "A definition for gamification: anchoring gamification in the service marketing literature", Electron Markets 27, pp. 21–31, 2017.
C. Tüysüz, "Effect of the computer based game on pre-service teachers' achievement, attitudes, metacognition and motivation in chemistry", Scientific Research and Essay 4(8), pp. 780-790, August 2009.
M. Prensky, "Digital game-based learning Computers", in Entertainment (CIE) 1(1), pp. 21, 2003.
G. Surendeleg, V. Murwa, H. K. Yun and Y. S. Kim, "The Role of Gamification in Education – A Literature Review Contemporary", Engineering Science 7 (29), pp. 1609-1616, January 2014.
C. Stach and L. F. M. Schlindwein, "Candy Castle — A prototype for pervasive health games" in IEEE International Conference on Pervasive Computing and Communications Workshops, March 2012.
C. S. Gonzalez, N. Gomez, V. Navarro, M. Cairos, C. Quirce, P. Toledo and N. Marrero-Gordillo, "Learning healthy lifestyles through active videogames, motor games and the gamification of educational activities", Computers in Human Behavior 55, pp. 529-551, February 2016.
J. Arango-Lópeza, C. C. C. Valdiviesoa, C. A. Collazosa, F. L. G. Velab and F. Moreirac, "CREANDO: Tool for creating pervasive games to increase the learning motivation in higher education students", Telematics and Informatics 38, pp. 62-73, 2019.
L. Aguiar-Castillo, L. H. Lopez, P. D. Saa-Perez and R. Perez-Jimenez, "Gamification as a motivation strategy for higher education students in tourism face-to-face learning", Journal of Hospitality, Leisure, Sport & Tourism Education 27, 2020.
J. Díaz-Ramírez, "Gamification in engineering education – An empirical assessment on learning and game performance", Heliyon 6, 2020
C. Dichev and D. Dicheva, "Gamifying Education: What is Known, What is Believed and What Remains Uncertain: a Critical Review", International Journal of Education Technology in High Education 14 (9), pp. 80-100, 2017.
Q. Aini, M. Budiarto, P. O. H. Putra, and N.P.L. Santoso, "Gamification-based The Kampus Merdeka Learning in 4.0 Era", Indonesia Journal of Computing and Cybernatics Systems, Vol. 15 (1), pp. 31-42, January 2021.
M. R. Lepper, J. H. Corpus and S. S. Iyengar, "Intrinsic and Extrinsic Motivational Orientations in the Classroom: Age Differences and Academic Correlates", Journal of Educational Psychology 97(2), pp. 184–196, 2005.
Y. Pan and M. Gauvain, "The Continuity of College Students' Autonomous Learning Motivation and Its Predictors: A Three-year Longitudinal Study", Learning and Individual Differences 22(1), pp. 92-99, 2012.
V. Busse, and C. Walter, "Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes", Modern Language Journal 97 (2), pp. 435-456, May 2013.
A. Darby, B. Longmire-Avital, J. Chenault and M. Haglund, "Students' Motivation in Academic Service-Learning Over the Course of the Semester", College Student Journal 47 (1), pp. 185–191, March 2013.
D. Ramirez and K. Squire, "Gamification and Learning" In S. Walz & S. Deterding (Eds.), The gameful world: Approaches, issues, applications (M.A: The MIT Press, Cambridge, 2015) pp. 629-652.
F. Xu, D. Buhalis and J. Weber, "Serious games and the gamification of tourism", Tourism Management 60, pp. 244-256, June 2017.
M. F. Al-Zyoud, "The impact of gamification on consumer loyalty, electronic word-of mouth sharing and purchase behavior", Journal of Public Affairs 20(3), pp. 1-9, August 2020.
M. Scharkow, R. Festl, J. Vogelgesang and T. Quandt, "Beyond the 'core-gamer': Genre preferences and gratifications in computer games", Computers in Human Behavior 44, pp. 293–298, March 2015.
L. Marcos, A. Dominguez, J. S. Navarrete and C. Pages, "An empirical study comparing gamification and social networking on e-learning", Computer and Education 75, pp. 82-91, 2014.
K. Nand, N. Baghaei, J. Casey, B. Barmada, F. Mehdipour and H. N. Liang, "Engaging children with educational content via Gamification", Smart Learning Environments, 6 (6), 2019. https://doi.org/10.1186/s40561-019-0085-2
J. J. Lee and J. Hammer, "Gamification in Education: What, How, Why Bother?", Academic Exchange Quarterly, Vol. 15 (2), January, 2011.
G. Y. Hong and M. Masood, "Effects of Gamiification on Lower Secondary School Student' Motivation and Engagement", World Academy of Science, Engineering and Technology, International Journal of Educational and Pedagogical Sciences, Vol. 1, pp. 3757-3764
C. Cheong, F. Cheong and J. Filippou, "Quick quiz: A gamified approach for enhancing learning", in 17th Pacific Asia Conference on Information Systems, 2013.
J. Simões, R. D. Redondo and A. F. Vilas, "A social gamification framework for a K-6 learning platform", Computers in Human Behavior 29(2), pp. 345–353, 2013.
A. Domínguez, J. Saenz-de-Navarrete, L De-Marcos, L. Fernández-Sanz, C Pagés and J. J. Martínez-Herráiz, "Gamifying learning experiences: Practical implications and outcomes" Computers & Education 63, pp. 380–392, 2013.
M. D. Hanus and J. Fox, "Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance", Computers & Education 80, pp. 152–161, 2015.
M. Sailer, J. Ulrich Hense, S. Katharina Mayr, and H. Mandl, "How Gamification Motivates: An Experimental Study of The Effects of Specific Game Design Elements On Psychological Need Satisfaction", Computer in Human Behaviouor, Vol. 69, pp. 371-380, 2017.
J. Koivisto and J. Hamari, "Demographic differences in perceived benefits from gamification" Computers in Human Behavior 35, pp. 179–188, 2014.
R. van Roy and B. Zaman, "Why Gamification Fails in Education and How to Make it Successful: Introducing Nine Gamification Heuristics Based on Self-Determination Theory" In: Ma M., Oikonomou A. (eds) Serious Games and Edutainment Applications, vol. 2. (Springer International Publishing AG, Chan-Switzerland, 2017) pp. 485-509.
Copyright (c) 2021 Hendra Dinata
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Inform: Jurnal Ilmiah Bidang Teknologi Informasi dan Komunikasi agree to the following terms:
-
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
-
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
-
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
