A meta-analysis on the effect of gamified-assessment tools’ on academic achievement in formal educational settings

Bolat, Yusuf; Taş, Nurullah

doi:10.1007/s10639-022-11411-y

Cited by 6 publications

(1 citation statement)

References 84 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…GBL merupakan media pembelajaran yang diyakini mampu membuat siswa konsentrasi (Mulyati, 2023), memotivasi siswa untuk (Bassiouni et al, 2019;Khaleghi et al, 2021;Martins et al, 2022;Novayani, 2022;Saputra et al, 2019;Spatioti et al, 2022). Selain itu, belajar melalui game membuat siswa senang dan tertarik (Novayani et al, 2021) dalam memainkannya, juga meningkatkan keterlibatan siswa dalam belajar (Arif et al, 2019;Bolat & Taş, 2023;Nadeem et al, 2023), dan dapat meningkatkan kemampuan siswa (Mardhotillah & Rakimahwati, 2021), membuat siswa lebih aktif (Ulumudin & Sujatmiko, 2023) dan meningkatkan kognitif siswa pada siswa autis (Rezayi et al, 2023). Game edukasi diyakini efektif dibandingkan dengan metode konvensional (Bassiouni et al, 2019).…”

Section: Pendahuluanunclassified

Pengembangan Game 3D Mobile Edukasi untuk Membantu Proses Pembelajaran Pengenalan Benda bagi Anak Tunagrahita

Novayani,

Rachmawati,

Yaman

2023

Edumatic

View full text Add to dashboard Cite

Children with intellectual disabilities take a long time to understand things and find it difficult to concentrate. Conventional learning at school has not been able to make children with intellectual disabilities focus on education, so learning objectives are not optimal. This research aims to produce educational mobile games in the form of 3D recognition of objects around the school that can help improve the learning process. The research method used is research and development (RD), where in-game development uses the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The research sample consisted of ten students in grades 5–6 of SD SLB Pelita Hati Pekanbaru. The research instruments are Learning Object Review Instrument (LORI) validation sheets for media and material experts and user satisfaction sheets. Media and material experts validate game feasibility testing and the analysis of the user satisfaction questionnaire. The results showed that object recognition games for children with intellectual disabilities are very valid, motivating, exciting, and increase the concentration of students with intellectual disabilities so as to improve the learning process. Thus, 3D mobile object recognition educational games can be used as an alternative learning medium for children with intellectual disabilities.

show abstract

Section: Pendahuluanunclassified

Pengembangan Game 3D Mobile Edukasi untuk Membantu Proses Pembelajaran Pengenalan Benda bagi Anak Tunagrahita

Novayani,

Rachmawati,

Yaman

2023

Edumatic

View full text Add to dashboard Cite

show abstract

Exploring the impact of the adaptive gamified assessment on learners in blended learning

Zhang,

Huang

2024

Educ Inf Technol

View full text Add to dashboard Cite

Blended learning combines online and traditional classroom instruction, aiming to optimize educational outcomes. Despite its potential, student engagement with online components remains a significant challenge. Gamification has emerged as a popular solution to bolster engagement, though its effectiveness is contested, with research yielding mixed results. This study addresses this gap by examining the impact of adaptive gamified assessments on young learners' motivation and language proficiency within a blended learning framework. Under Self-Determination Theory (SDT) and Language Assessment Principles, the study evaluates how adaptive gamified tests affect learner engagement and outcomes. A 20-week comparative experiment involved 45 elementary school participants in a blended learning environment. The experimental group (n = 23) took the adaptive gamified test, while the control group (n = 22) engaged with non-gamified e-tests. Statistical analysis using a paired t-test in SPSS revealed that the implementation of adaptive gamified testing in the blended learning setting significantly decreased learner dissatisfaction (t (44) = 10.13, p < .001, SD = 0.87). Moreover, this approach markedly improved learners' accuracy rates (t (44) = -25.75, p < .001, SD = 2.09), indicating enhanced language proficiency and motivation, as also reflected in the attitude scores (t(44) = -14.47, p < .001, SD = 4.73). The adaptive gamified assessment primarily enhanced intrinsic motivation related to competence, with 69% of students in the experimental group reporting increased abilities. The findings suggest that adaptive gamified testing is an effective instructional method for fostering improved motivation and learning outcomes.

show abstract

Unlocking student engagement and achievement: The impact of leaderboard gamification in online formative assessment for engineering education

Cigdem,

Ozturk,

Karabacak

et al. 2024

Educ Inf Technol

View full text Add to dashboard Cite

Effectively engaging learners in an online learning environment is a crucial component of instructional design that contributes to improving performance. Gamification, a contemporary instructional strategy, seeks to integrate game elements such as leaderboards into non-game contexts with the aim of increasing learner engagement and performance. This quasi-experimental study explores the impact of integrating leaderboards as a gamification element into formative assessment on learner achievement and engagement in an engineering course. Conducted over eight weeks in the Mechatronics Technology Department of a public university in Türkiye, the study involved 159 s-year engineering students. Using a pretest-posttest control group design, the intervention included a pre-test in the first week, six weeks of instruction and formative online assessment, and a post-test in the final week. Analyzing the data using descriptive and inferential statistics, the results of the study show a positive correlation between the incorporation of a leaderboard as a gamification element into formative assessment procedures within an online platform and improved learner achievement and engagement. However, it is noted that gamification may not sustain learners’ long-term attention. Therefore, instructors are advised to carefully consider time and retention concerns when designing or adopting gamified learning opportunities.

show abstract

A meta-analysis on the effect of gamified-assessment tools’ on academic achievement in formal educational settings

Cited by 6 publications

References 84 publications

Pengembangan Game 3D Mobile Edukasi untuk Membantu Proses Pembelajaran Pengenalan Benda bagi Anak Tunagrahita

Pengembangan Game 3D Mobile Edukasi untuk Membantu Proses Pembelajaran Pengenalan Benda bagi Anak Tunagrahita

Exploring the impact of the adaptive gamified assessment on learners in blended learning

Unlocking student engagement and achievement: The impact of leaderboard gamification in online formative assessment for engineering education

Contact Info

Product

Resources

About