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Different forms of computer games are widely used in the education field. Designing appropriate games can increase the acceptance of learning content by the learner. This study presents a definition of games, computer games, and the games that are employed within education. The definition of edutainment, educational games, game-based learning, and gamification are presented. The role of serious games for learning are clearly described. The differences between game-based learning and gamification are formulated. Researchers will find these findings helpful to distinguish game-based learning and gamification and to determine suitable designs for delivering learning content.

Purpose -Many research have uncovered the use of Web 2.0 technology by students from various countries. Yet, limited studies have been done from the context of developing country such as Malaysia. This paper aims to highlight the development of a survey instrument that captured the use of Web 2.0 applications by Malaysian students for learning. Design/methodology/approach -Surveys had been used by most studies to gather empirical evidence about the use of Web 2.0 by young generations. The paper discussed how previously used survey instruments were redesigned, modified and constructed. Then, the survey was administered to a total of 217 Malaysian students. Findings -Students in Malaysia are reasonably well exposed to Web 2.0 applications and comfortable to use them for learning purposes. Results are consistent with similar respondents surveyed elsewhere but varied slightly on specific Web 2.0 tools due to exposure and the nature of use. Malaysian students are also found to be passive rather than active contributors to the construction of knowledge. Originality/value -This paper provides the insights of how Malaysian students would react towards the incorporation of Web 2.0 technologies into classroom. Studies alike have not been undertaken from the Malaysia perspective.

Technological development supports the distribution of education to various parts of the world through online education. One of the learning media that supports the distribution of learning is the Massive Open Online Course (MOOC). However, MOOC has a low number of students who complete the course. Therefore, this research proposes a "gamification framework" through studies and various approaches in the field of games, intrinsic motivation elements, social learning, and interactive learning environments to overcome the low motivation of students. The proposed framework has been evaluated through validation by experts. The results found that the framework fulfilled the rules and suitability of the instruments and game elements used to increase the intrinsic motivation of students in online learning. Although there are some changes in the function and type of game elements used. For further research, the framework will be used as a guideline to build the Gamified MOOC Platform.