A Conceptual Model of Analogue Gamification to Enhance Learners' Motivation and Attitude

Mee, Rita Wong Mee; Pek, Lim Seong; Von, Wong Yee; Ghani, Khatipah Abd; Shahdan, Tengku Shahrom Tengku; Ismail, Rosli; Rao, Yugeshineey Subba

doi:10.26858/ijole.v5i2.18229

Cited by 20 publications

(14 citation statements)

References 24 publications

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“…By asking students to match terms with definitions or utilize words in context to support their meanings and usage, vocabulary tests can be difficult for students [40]. Furthermore, gamified flashcards can include game components like badges, points and progress tracking to make learning more interesting and encouraging [17], [19], [41], [42]. Conversely, interactive stories allow students to choose their path and make decisions, exposing them to new terminology and giving them context for its usage and meaning [32], [43], [44].…”

Section: Inclusion Studies In Systematic Map Reviewmentioning

confidence: 99%

Systematic literature review: DOGBL in enhancing EFL students’ motivation

Syifa,

Musyahda,

Segoh

2024

EduLearn

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This systematic literature review (SLR) aimed to investigate the potential of digital online game-based learning (DOGBL) to enhance motivation in English as a foreign language (EFL). Online gaming has grown in popularity among students, opening up the possibility of using games as powerful instructional resources. Academic achievement depends on motivation, and this study, led by self-determination theory (SDT), explored how external rules, like rewards and recognition, could increase motivation in EFL utilizing DOGBL. The study used the SLR method, examining databases and choosing articles based on predetermined criteria. The chosen publications were examined in-depth, and a preferred reporting items for systematic reviews and meta-analyses (PRISMA) diagram was employed for analysis. For results, DOGBL could enhance teaching EFL by providing flexible and interesting learning environments. Key elements in motivating in DOGBL included game design, personalization, social engagement, curricular integration, and instructor assistance. As a promising method to improve EFL instruction, game-based learning, especially DOGBL, saw considerable developments between 2018 and 2023. Thus, these ground-breaking techniques transformed the way people learn English vocabulary and provided a fun and engaging way to learn the language. For educators and students, the potential for DOGBL to change EFL education is still exciting as technology develops.

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Section: Inclusion Studies In Systematic Map Reviewmentioning

confidence: 99%

Systematic literature review: DOGBL in enhancing EFL students’ motivation

Syifa,

Musyahda,

Segoh

2024

EduLearn

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“…The gamification elements acting as external motivational stimuli at producing desired student's behaviors lead to strong or weak cognitive relationships between student's attitude and behavior (Mee et al, 2021). The success or failure in the gamification process can also trigger various emotions in students (Dominguez et al, 2013).…”

Section: Cognitive Load In Gamified Coursementioning

confidence: 99%

Effects of Cognitive Load Level on Students’ Attitude towards the Gamified Course

Topu

2023

Journal of Learning and Teaching in Digital Age

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The aim of this study was examined the effects of cognitive load level on students’ attitude towards the gamified course. It was also found out the students’ views regarding the 14-week gamified course. Participants consisted of 66 undergraduate students. 40 of them had low cognitive load level and 26 of them had high cognitive load level. According to the results, gamification enabled students to have a positive attitude towards the course, even though they had different cognitive load levels. Furthermore, It was determined a negative and medium significant correlation between the cognitive load and attitude of students with low cognitive load. The gamified course had a positive effect on the “Valuing” and “Positive Effects” sub-dimensions of the attitude in favor of students with low cognitive load. The positive views of many students in qualitative findings strengthened these results. While the gamified course had a negative effect on the "Resisting" sub-dimension in favor of students with high cognitive load, it did not have any significant effect on the "Cost Belief" sub-dimension. A few negative views of students in qualitative findings supported the items in these dimensions of attitude scale. Consequently, this study will strengthen the few studies examining both cognitive and affective effects of a gamified course on students. However, further studies need to confirm these results. For this reason, it is recommended to carry out such studies that reveal all the situations which can affect the attitude in the gamified course in order to achieve positive outcomes of students with different cognitive load levels.

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“…During the learning process students really focus and seriously participate in gamification. One of the purposes of using media is to involve students in learning, so that students' attention is focused or fully immersed in the lesson (Mee, Rita Wong Mee, Pek Lim Seong, 2021).…”

Section: Figure 1 Gamification Final Productmentioning

confidence: 99%

Gamification Based on Android to Improve Comprehension Civics for Deaf Student

Mustikasari

Yusuf

Rejekiningsih

2023

International j.of Elementary Education

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The problems that occur in the learning process for class III SLB B or deaf students originate from how the teacher conveys the material and the characteristics of the students. Teachers still teach in a simple method, so students get bored quickly. In the learning process, media is needed that prioritizes visuals to make it easier for students to capture the material presented by the teacher. This study aims to develop android-based gamification learning media on Civics theme 8 material. This research uses the Research and Development (RnD) method using the ADDIE approach. The participants in this study were 20 students of class III SLB B. The process of collecting data with interviews, questionnaires, and observation. At the same time, the instruments used are questionnaires and tests. Data analysis technique using SPSS with independent t-test. The result is that Android-based gamification media can be used in the learning process. In the experimental class, the average post-test score is 9.10, while in the control class is 8.00. Based on these values, the use of Android-based gamification learning media in the experimental class increased students' understanding of Civics compared to the control class, which did not use gamification learning media. Thus, gamification has a positive influence on increasing student understanding.

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A Conceptual Model of Analogue Gamification to Enhance Learners' Motivation and Attitude

Cited by 20 publications

References 24 publications

Systematic literature review: DOGBL in enhancing EFL students’ motivation

Systematic literature review: DOGBL in enhancing EFL students’ motivation

Effects of Cognitive Load Level on Students’ Attitude towards the Gamified Course

Gamification Based on Android to Improve Comprehension Civics for Deaf Student

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