scholarly journals Effects of Gamified Learning on Students of Different Player Traits in Malaysia

2021 ◽  
Vol 9 (6) ◽  
pp. 89-111
Author(s):  
Mageswaran Sanmugam ◽  
Anurita Selvarajoo ◽  
Jeya Amantha David
Keyword(s):  
Learning Outcomes ◽  
New Paradigm ◽  
Global Pandemic ◽  
Game Player ◽  
Quasi Experimental ◽  
Learning Ecosystem ◽  
Gamified Learning ◽  
Game Elements ◽  
Specific Learning

Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.

scholarly journals “Where am I?” A Critical Discourse Analysis of Religious Representation in Indonesia

2021 ◽  
Vol 9 (6) ◽  
pp. 126-143
Author(s):  
Maretha Dellarosa
Keyword(s):  
Critical Discourse Analysis ◽  
Critical Discourse ◽  
New Paradigm ◽  
Global Pandemic ◽  
Quasi Experimental ◽  
Learning Ecosystem ◽  
Gamified Learning ◽  
Game Elements ◽  
Specific Learning

Diversified learning is the path to supplement students’ needs in the contemporary generation. These students’ lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student’s lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student’s game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions.

scholarly journals PBL supported by think-pair-share affecting the multiethnic student concepts understanding about biology-subjects

2021 ◽  
Vol 16 (2) ◽  
pp. 532-546
Author(s):  
Didimus Tanah Boleng ◽  
Elsje Theodora Maasawet
Keyword(s):  
High School ◽  
Experimental Design ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Control Group ◽  
Critical Factors ◽  
Learning Models ◽  
Quasi Experimental ◽  
Ethnic Students ◽  
Specific Learning

Ethnicity is one of the critical factors in achieving learning outcomes. A specific learning model is needed to overcome the learning process with multi-ethnic students. Quasi-experimental research was carried out with four majoring ethnicities, i.e., Javanese, Banjar, Kutai and Buginese, in senior high school with class XI majoring in natural science in Samarinda. This study aimed to determine the effect of applying PBL supported by Think-Pair-Share learning models in empowering the understanding of concepts about cells and tissues of the four ethnicities’ students. The experimental design used a non-equivalent pretest-posttest control group. The instrument was a questionnaire for the survey and questions for the pretest-posttest. The data were analysed by Analysis of Co-Variance followed by the LSD test. The results showed that the application of PBL supported by Think-Pair-Share significantly affected (p < 0.05) the concepts understanding of multi-ethnic students about cells and tissues.   Keywords: Cells, Tissues, Concepts understanding, Ethnicity, Problem-Based Learning, Think-Pair-Share

scholarly journals Just beat it: Exploring the influences of competition and task-related factors in gamified learning environments

2020 ◽  
Author(s):  
Luiz Rodrigues ◽  
Armando M. Toda ◽  
Wilk Oliveira ◽  
Paula T. Palomino ◽  
Seiji Isotani
Keyword(s):  
Contextual Factors ◽  
Intelligent Agent ◽  
Related Factors ◽  
Moderator Effects ◽  
Quasi Experimental ◽  
Gamified Learning ◽  
Game Elements ◽  
The Impact ◽  
Contextual Moderators ◽  
And Task

Understanding how each game element in isolation affects learners' motivation and contextual factors' moderator effects is needed to improve gamified interventions. Thus, this paper explored the impact of one of the most used game elements - Competition - on motivation and whether task-related contextual factors (e.g., familiarity with the task's subject) moderate that impact. In a within-subject quasi-experimental design, graduate students from an Artificial Intelligence course created a reflexive intelligent agent for a console-based fight simulator in a non-gamified condition. Then, they improved their agents to compete against their peers agents (gamified condition). Based on motivation levels measured in both conditions, we found that Competition was positive for students and that task-related contextual factors influenced that effect. Therefore, suggesting i) Competition alone can be positive for motivation and ii) contextual moderators should be considered in defining gamified designs.

scholarly journals Examining Student Motivation to Use a Gamified System in an Immunology and Immunization Training Course

2020 ◽  
Vol 11 (4) ◽  
pp. 14
Author(s):  
Connie Barber ◽  
Konstantina Stavroulaki ◽  
Catherine Santanello
Keyword(s):  
Learning Outcomes ◽  
Student Motivation ◽  
Ease Of Use ◽  
Learning Systems ◽  
Learning System ◽  
Educational Activity ◽  
Training Course ◽  
Classroom Activities ◽  
Gamified Learning ◽  
Game Elements

Background: Gamification is the process of adding game elements into classroom activities to encourage student participation and motivation. Classcraft® is a gamified learning system designed to integrate easily with normal classroom activities and to enhance collaboration and teamwork. Educational activity and setting: This study explored the use of the Classcraft® system in an Immunology and Immunization Training course, specifically examining students’ motivation to use the system and potential impacts on their motivation.  Findings: Results showed that value and enjoyment motivated students to use Classcraft®. Furthermore, the ease of use of the system positively impacted students’ enjoyment of the system. Students’ choice regarding how much they were required to engage with the system positively impacted the value and enjoyment that they experienced with the system. Summary: Students’ demonstrated motivation to use Classcraft® provides a foundation for further research into the use of gamified learning systems within pharmacy classrooms. Research is needed to understand if use of a gamified learning system positively impacts learning outcomes.

An Evaluation of Gamified Training: Using Narrative to Improve Reactions and Learning

2017 ◽  
Vol 48 (4) ◽  
pp. 513-538 ◽  
Author(s):  
Michael B. Armstrong ◽  
Richard N. Landers
Keyword(s):  
Learning Outcomes ◽  
Procedural Knowledge ◽  
Training Effectiveness ◽  
Workplace Training ◽  
Game Based Learning ◽  
Training Module ◽  
Effectiveness Model ◽  
Outcome Relationship ◽  
Gamified Learning ◽  
Game Elements

Background and Aim.Gamification is growing in popularity in education and workplace training, but it is unclear which game elements are conducive to learning. The theory of gamified learning suggests that one type of gamification, the addition of game fiction/narrative, can be used to improve learning outcomes, and the Technology-Enhanced Training Effectiveness Model (TETEM) suggests individual differences impact the strength of this effect. From this theoretical basis, this study gamified a training module with game fiction in order to improve outcomes over the original training. Results and Conclusion. In a study of 273 learners, trainees were significantly more satisfied with training enhanced with game fiction over the control text ( d = 0.65) but did not differ in declarative knowledge scores by condition. Further, trainees in the control condition scored higher on procedural knowledge than trainees in the game fiction condition, although the effect was smaller ( d = −0.40). Thus, the use of narrative improved reactions to training but at some cost to training effectiveness. Attitudes toward game-based learning were also tested as a moderator of the condition-outcome relationship.

Faculty Emphases on Alternative Course-Specific Learning Outcomes in Holland’s Model Environments: The Role of Environmental Consistency

2009 ◽  
Vol 50 (5) ◽  
pp. 483-501 ◽  
Author(s):  
John C. Smart ◽  
Corinna A. Ethington ◽  
Paul D. Umbach ◽  
Louis M. Rocconi
Keyword(s):  
Learning Outcomes ◽  
Specific Learning

Peranan Blog Guru sebagai Media Interaktif Guru dengan Siswa dalam Pembelajaran IPA

2017 ◽  
Vol 6 (2) ◽  
pp. 37-41
Author(s):  
Hastuti Wibowo
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Interactive Media ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Basic Competencies ◽  
Basic Competency ◽  
Quasi Experimental ◽  
The Difference

Internet-based interactive media can support the success of learning in a classroom.  This study aims to observe the role of blogs as interactive media to improve student learning outcomes. The research used a quasi-experimental method, the independent variable is the use of the teacher's blog and the dependent variable is student learning outcomes. The role of Teacher’s blog is observed on the material of object classification and temperature change. The subjects of this study were students of class VII A and VII E of Xaverius I Middle School in Jambi City. Quantitative data derived from the value of worksheets and written tests after one basic competency cycle is implemented. Data were processed with simple statistics, namely calculating the average value of two basic competencies. The calculated percentage indicates the difference between the average value in the class that does not use the teacher's blog and the class that uses the teacher's blog. The percentage results were analyzed qualitatively referring to theories and results of the previous relevant research. The results of this study indicate an increase of average grade from 75 to 80. Based on the result of the study, it can be concluded that the use of teacher blogs as interactive media is very effective in improving learning outcomes.

scholarly journals The Role of Gamification Techniques in Promoting Student Learning: A Review and Synthesis

10.28945/4417 ◽  
2019 ◽  
Vol 18 ◽  
pp. 395-417 ◽  
Author(s):  
Islam Alomari ◽  
Hosam Al-Samarraie ◽  
Reem Yousef
Keyword(s):  
Systematic Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Systematic Reviews ◽  
Learning Task ◽  
Decision Makers ◽  
Educational Decision ◽  
Gamified Learning ◽  
Meta Analyses

Aim/Purpose: This study reviewed previous research on the role of gamification techniques in promoting students’ learning. Background: The role of gamification in promoting students’ learning has been investigated empirically by many scholars. To date, mixed results about the effectiveness of gamification have been reported, and researchers frequently argue that the inappropriateness of certain techniques may have contributed to these mixed findings. Methodology: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol was used to assess the criteria required for this review. A total of 40 studies were identified and included in the systematic review. The selected studies were used to assess the association between certain gamification techniques and students’ learning in this study. Findings: The results showed that gamification techniques differently affect students’ learning. In addition, it is important for students to be instructed about the application of gamification approach before they engage in a gamified learning task. The key challenges relating to the use of gamification techniques were also discussed. Recommendations for Practitioners: This review can help educational decision makers and practitioners to stimulate certain learning outcomes of the students with the help of specific gamification techniques.

scholarly journals PEMANFAATAN MEDIA VIDEO TUTORIAL TERHADAP HASIL PEMBELAJARAN MENGGAMBAR SISWA KELAS VIII SMP NEGERI 1 MARDINDING

2019 ◽  
Vol 8 (1) ◽  
pp. 30
Author(s):  
Theoria Lamrose ◽  
Dwi Budiwiwaramulja ◽  
Azmi Azmi ◽  
Muslim Muslim
Keyword(s):  
Learning Outcomes ◽  
Significant Influence ◽  
Random Sampling ◽  
Video Tutorial ◽  
Quasi Experimental ◽  
Experimental Type

Abstrakini bertujuan untuk mengetahui peran penggunaan media video tutorial terhadap meningkatkan hasil gambar ilustrasi siswa kelas VIII SMP Negeri 1 Mardingding tahun 2018. Penelitian ini termasuk pada jenis penelitian eksperimen semu. Sampel yang digunakan dalam penelitian ini terdiri 23 hasil gambar pretest dan 23 hasil gambar posttest, Perlakuan tes dilakukan dengan sampel yang sama, pengambilan sampel dilakukan secara  Random Sampling. Hasil penelitian menunjukan bahwa, pemanfaatan media video tutorial pada siswa kelas VIII SMP Negeri 1Mardingding, pretest dengan rata-rata 77,391 dan posttest dengan rata-rata 82,173 dengan demikian dapat di peroleh nilai t yaitu  maka Ha di terima dan Ho di tolak, sehingga memiliki pengaruh yang signifikan terhadap hasil pembelajaran siswa kelas VIII SMP Negeri 1 Mardingding. Kata Kunci: video tutorial, hasil belajar, ilustrasi.AbstractThis study aims to determine the role of using video tutorial media to improve the illustration results of eight grade students of SMP Negeri 1 Mardingding in 2018. This research is included in a quasi-experimental type. The samples that used in this study consisted of 23 images of pretest and 23 results of posttes images, in which the treatment was carried out with the same sample, taking the sample was done in a random way. The results of the study showed that, the use of video tutorial media for eight grade students of SMP Negeri 1 Mardinding, Pretest with an average of 77,391 and posttest with an average of 82,173, thus can be obtained , do that Ha is accepted and Ho is rejected, so it has a significant influence on the learning, outcomes of eight grade students of SMP Negeri 1 Mardingding.Keywords: tutorial video, learning outcomes, illustration.

PENGARUH PENGGUNAAN MEDIA AUDIO DAN MOTIVASI BELAJAR SISWA TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA KELAS VSDN 001 RUMBAI KOTA PEKANBARU

2016 ◽  
Vol 5 (2) ◽  
pp. 158
Author(s):  
Asmardi '
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Sampling Technique ◽  
Student Learning Outcomes ◽  
Higher Learning ◽  
Motivation To Learn ◽  
Quasi Experimental ◽  
High Motivation ◽  
Audio Media ◽  
Low Motivation

This study aims to reveal the influence of the use of Media Audio and Motivation Learning students to the Indonesian student learning outcomes through four formulation of the problem: (1) whether there is any influence student learning outcomes using audio media than the conventional way students learn?, (2) whether the student that have a high motivation using audio media to obtain higher learning outcomes than students to have high motivation to study by conventional means?, (3) whether students who have low motivation to learn by using audio media to obtain higher learning outcomes than students have low motivation to learn with the conventional way?, and (4) whether there is interaction between the use of audio media and students' motivation towards learning Indonesian? This research is a quasi experimental by treatment block. This research was conducted at SDN 001 Rumbai Pekanbaru semester odd years 2010/2011. Samples were taken with Porposive random sampling technique. Data were collected through the initial test and final test. Data were analyzed using t test and analysis of variance.The results of data analysis showed that: Students who studied on the basis of audio media to obtain higher learning outcomes than students who learn by conventional means. Students who have high motivation to learn with audio media to obtain higher learning outcomes than students who have high motivation to study by conventional means. Students who have low motivation to learn based on audio media to obtain higher learning outcomes than students who have low motivation to study by conventional means. There was no interaction between the audio media and students' motivation. It can be concluded that the audio media significantly influence student learning outcomes.

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