Concept of Gamification in Adaptation of Snake Ladder Online Representation Education Covid-19

Abstract

Education can be implemented through various concepts, one of which is the concept of gamification which is then adopted as a learning medium. Gamification to make a change in the use of instructional media, namely of the"conventional" to the more"innovative". This study aims to adopt a concept of gamification into a game of snakes and ladders to support learning about the understanding of Covid-19. The research method with the waterfall model, which is a simple classic model with a linear system flow, where the output of each stage is input for the next stage, this is done by manipulating program scripts and algorithms to provide novelty to the rules of the snakes and ladders game concept. will attract users and provide an impact of understanding created through the pleasure of playing in solving challenges. The learning of snakes and ladders itself is designed in such a way that the board interface changes randomly every time you play until the base board game becomes a digital game that can be applied n offline and online. The game is developed to the stages of the"Online Play" mode, which allows matches to be played from various devices via the internet. This game uses a box system that functions as a"lobby"in the game, so online players can choose to join or host the game and invite other players through the game code.

Gamification of 2D and 3D Animation Subjects to Improve Learning Outcomes

“…It is possible that similar subjects or those that have the same characteristics can also use gamification methods. This is according to research which states that gamification can improve skills and optimize their learning (Ariessanti et al, 2020;Nisa et al, 2020;Smiderle et al, 2020). This development product can be monitored for its level of suitability for improving student learning outcomes.…”

Efektivitas Media Audio Visual dan Ular Tangga Cuci Tangan Terhadap Pengetahuan Anak Usia Sekolah

“…Media ular tangga dapat efektif menjadi media pendidikan kesehatan yang dapat meningkatkan pengetahuan anak usia sekoah karena memiliki kelebihan anak dapat langsung ikut dalam permainan, sehingga materi atau isi yang ada dalam pendidikan kesehatan dapat lebih mudah ditangkap atau dimengerti, selain itu permainan ular tangga dapat memberikan simulasi komunitas dimana anak atau siswa dapat saling bekerja sama atau dapat sebagai media sarana sosialisasi antar anak sekolah atau teman sebaya (18). Peran teman sebaya menjadi kontribusi penting dalam mengubah perilaku anak mengingat anak sekolah banyak beinteraksi dengan teman sebayanya, sehinga media ular tangga ni tepat digunakan dalam meningkatkan pengetahuan anak (19).…”

Improving Knowledge of COVID-19 for Elementary School Students using Gamified Software

“…The COVID-19 pandemic has limited all activities worldwide, and the coronavirus's spread rate has rapidly increased (Benvenuto et al 2020). It affects all areas of life, one of which is the field of education which is the focus of current research (Ariessanti et al, 2020). Nadiem Makarim, as a Minister of Culture and Education in Indonesia, conveyed to teaching staff, both teachers and lecturers, that teaching and learning activities can be done at home and utilize existing technology (Ariessanti et al 2020).…”

“…It affects all areas of life, one of which is the field of education which is the focus of current research (Ariessanti et al, 2020). Nadiem Makarim, as a Minister of Culture and Education in Indonesia, conveyed to teaching staff, both teachers and lecturers, that teaching and learning activities can be done at home and utilize existing technology (Ariessanti et al 2020). Using technology to help the learning process is Google Classroom and Microsoft Teams to help collect student assignments, class management, and communication between students and teachers (Shampa 2016).…”

“…Previous research has focused on learning about the dangers of COVID-19 using gamification, but it only focuses on one element of gamification, namely the learning context. Even though there are still seven more elements to apply the concept of gamification (Ariessanti et al 2020) correctly, applying the 6D framework can make implementing the eight gamification elements easier and minimize the risk of errors in making gamification designs (Matsubara and Da Silva 2017), (Rocha et al, 2015). Therefore, our first step towards providing COVID-19 education to lower primary schools through game-based software is to design games that appeal to them, and research has also been carried out on increasing children's knowledge and practicing problem-solving in a game (Hung et al 2014).…”