Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners’ willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners’ creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners’ interest in language learning subconsciously.

The concept of gamification has spread widely in recent years supported by the development of technology, especially due to the plethora of computers and video games and game apps for other devices. Gamification is the use of game thinking and game mechanics in non-game contexts that support play to engage users in solving problems or created for teaching and learning purposes. Gamification does not mean creating games but making education more engaging and fun with play for learners, without undermining its credibility. In modern education, lessons delivery is associated with the lack of engagement and motivation of learners to participate actively in the learning process. Teachers are increasingly faced with the problem of how to integrate technology and to impart good language learning habits at the level of primary school in Malaysia. Hence, the aim of this study is to propose a conceptual model of analogue gamification to enhance primary school learners’ motivation and attitude.

This study referred to E-S-QUAL model of determinant of electronic service quality in online shopping context and, the purposed of the study is to determine the impact of e-service quality on customer satisfaction. Literature supports the concept that quality of e-services are interlinked concepts and it has the linkage with the customer satisfaction as well.The data were collected from 363 undergraduate students in Universiti Teknikal Malaysia, Melaka (UTeM) by using multistage cluster sampling to identify the respondents. The study result indicated that the overall level of satisfaction on e-service quality by students was at a moderate level. The results showed that the customer satisfaction and the dimensions of e-service quality namely; efficiency, fulfilment, privacy and system availability are positively correlated with one another. Quantitative research method was employed to test the proposed hypotheses of the study. Data was analyzed by using PLS-SEM. The result highlighted that the four dimensions in e-service quality are a significant predictor that portrayed significant fit to the model of customer satisfaction. The findings of the study may contribute to the literature of same context and, to the online retailer as a guideline to formulate a new plan in improving customer satisfaction. Therefore, the present study is aimed at exploring the benefits of quality in e-services to deal with customer satisfaction.

<span lang="EN-US">Gamification carries the element of fun and creativity into classroom teaching. It is not an unusual fact that playing games varied among learners and created an effective classroom environment. In the 21st-century teaching era, learners’ fun and creative learning environment are prioritized. Lessons filled with fun games are believed to produce a positive outcome during a lesson. Therefore, gamification prepares learners to be active and take responsibility for their learning. This study aimed to explore learners’ comprehension of the term ‘gamification’ and the effects of gamified elements implemented in the lesson on the targeted learners. A set of questionnaires was administered through an online survey to 100 respondents from local primary schools around Selangor who took part in a service-learning programmed. The data was then analyzed and presented in the form of tables. Results showed that respondents had prior knowledge of the term ‘gamification’ and the game culture’s overall context. The respondents agreed that their respective teachers had implemented several game elements when conducting a gamified lesson. Results also indicated that respondents were in preference to learn using gamified learning activities that helped them learn subconsciously. </span>

The rapid growth of urbanisation has brought significant benefits to the world economy and cultural and societal development and increased social problems worldwide. The nature of crime is not uniform but varies from geographical region to another. In some areas, property crime is more common, while crime against a person (violent) is prevalent in others. In recent years, children’s safety and security have become more prevalent. Thus, this review emphasises the awareness of children’s safety and security worldwide. Hence, the primary goal of this scoping review is to uncover previous research on steps and strategies applied by many in creating awareness among young children about safety and security knowledge. This scoping review was reported according to Preferred Reporting Items for Systematic Reviews for Scoping Reviews (PRISMA-ScR) guidelines. Five databases, namely Education Resources Information Center (ERIC), Semantic Scholar, and Bielefeld Academic Search Engine (BASE), were used for data scoping. A total of 20 studies were identified to be eligible for selection.