Capturing potential impact of challenge-based gamification on gamified quizzing in the classroom

Abstract

Challenges in education have continuously been addressed by integrating gamification, but a gap remains for game design principles that support user engagement. This paper outlines results obtained from integrating challenge-based gamification into an elementary school classroom to examine the emergence of student engagement and learning-related behavior. The approach was applied to logical puzzle quizzes where different gamification adjustments were captured and examined using physics' analogy (called the motion in mind concept). The structural experiment, with a mixed methods design, was designed around the notion of time pressure and the difficulty of gamifying the quizzing experience. This model was constructed to validate and expand the quantitative findings (motion in mind model) by including qualitative explorations (thematic analysis). The results revealed the potential synthesis of motion in mind and flow theory, and its relationships to engagement and learning were identified as a new conceptual scheme.

Objectivity and Subjectivity in Variation of Multiple Choice Questions: Linking the Theoretical Concepts Using Motion in Mind

“…From the experiment, it was found that mass m significantly increased with time pressure. This condition implies that a larger m can foster greater motivation, which verifies the previous study by [43] that conjectured that time pressure would provide the intensity of competitive aspects, forcing them to dominate discomfort in the activity. On the other hand, the inclusion of scaffolding by giving hints will improve the success rate v 0 .…”

“…The conceptual framework of gamification mainly comprises three main game design elements: the dynamics, mechanics, and components of the game (Table 1) [34]. In many educational sectors relating to statistics and stem education, challenge-based gamification (i.e., points, levels, challenges, and leaderboard) can be effectively mixed with traditional teaching techniques such as lectures and quizzing to increase learning outcomes [43]. Thus, gamification designers should consider students' profiles, as our findings reveal that advantages vary depending on the qualities of the students.…”

“…It has recently focused mainly on a possible link between the motion in mind in several contexts [43], [70], [71], the goal is to find a link among all that the motion in mind may cover all theories as a grand unified theory. People's behaviors would tend to maximize the comfort in mind, establishing a behavioral pattern as culture [68].…”

Effectiveness of gamification and selection of appropriate teaching methods of creativity: Students’ perspectives

“…Considering the learning environments [ 117 ] and teaching factors [ 88 , 118 , 119 ] in gamification, the gamification mechanism in this study was designed as follows: Simulation of team competition. Team practice time is approximately the same for each teaching method (approximately 60 min total).…”

Pelatihan Pembuatan Soal Kuis Interaktif Untuk Guru Semua Bidang Akademik

“…Era digital terus menunjukkan kemampuannya untuk mewadahi berbagai hal yang memudahkan dalam kehidupan, termasuk memfasilitasi guru dalam membuat kuis yang efektif dan interaktif. Berbagai aplikasi dan beragam fitur yang ditawarkan oleh beragam platform digital sangat membantu guru untuk melakukan asesmen pembelajaran [1]. Berikut contoh aplikasi digital yang tersedia dalam versi gratis: mentimeter, kahoot, microsoft office power point, formula tarsia, dan lain sebagainya.…”