Design of English Vocabulary Mobile Apps Using Gamification: An Indonesian Case Study for Kindergarten

Tamtama, Gabriel Indra Widi; Suryanto, Paulus; Suyoto, Suyoto

doi:10.3991/ijep.v10i1.11551

Cited by 21 publications

(20 citation statements)

References 18 publications

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“…It has been observed that the primary goal of using the gamification concept in the language education process is to increase the motivation, engagement, and integration of students with the learning materials, instructions, and exercises, which is considered for some learners as a nonenjoyable task, especially for children. This finding is in line with the results that have been proposed by (Cruaud, 2016;Fogarty, 2019;Tamtama et al, 2020). Students were enthusiastic and felt engaged and mentally stimulated due to the activities and the willingness to participate.…”

Section: Learners' Opinions Perceptions and Attitudessupporting

confidence: 91%

Gamification in Teaching and Learning Languages: A Systematic Literature Review

Al-Dosakee

Özdamlı

2021

RREM

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It can be seen that emerging technology has positively affected learning in several aspects. Recently gamiﬁcation has been implemented noticeably in online learning and teaching. Gamification has shown its effectiveness in students' integration of the education process by increasing students' integration with the teaching material and increasing their competence. Learning and teaching a new language is a complicated and strenuous process, so learners usually need to be motivated. Gamification can play a role in further encouraging learners. This study conducted the systematic literature review methodology to demonstrate gamification in teaching and learning new languages over the three databases Web of Science, Science Direct, and Scopus. The study includes 103 studies that have been published between 2010-2020. The study finding reveals that gamiﬁcation can be a useful tool for teaching and learning languages and can increase learners' motivation and turn to learn into an enjoyable process. It is recommended that further research be conducted in language education, focusing on gamification in learning the four primary language skills.

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Section: Learners' Opinions Perceptions and Attitudessupporting

confidence: 91%

Gamification in Teaching and Learning Languages: A Systematic Literature Review

Al-Dosakee

Özdamlı

2021

RREM

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“…Gamification is defined as a process in which gaming elements are introduced into a nongame operation to make the whole process interesting; such as lucky draw, point systems, rewards and competitions (Deterding et al, 2011;Hitchens and Tulloch, 2018). Previous studies had been done on the effect of using games in educational and e-banking context (Tamtama, 2020;Rodrigues, 2016).…”

Section: Introductionmentioning

confidence: 99%

Do gamified elements affect young people’s use behaviour on consumption-related mobile applications?

Wut¹,

Leung

et al. 2021

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Purpose This study aims to investigate whether gamified elements affect the use behaviour of young people (between age 12 and 25 years) on consumption-related mobile applications. Design/methodology/approach A survey was conducted on 151 young people between the ages of 12 and 25 years. Findings The results showed that use behaviour on consumption mobile applications was affected by gamification. Behavioural intention to use was affected by the performance expectancy (PE) and effort expectancy (EE) of mobile application designs. Mobile applications characteristics do not affect behavioural intention to use mobile applications but through the mediator mobile application designs. Research limitations/implications This study also proposes mechanisms that explain how mobile apps characteristics affect EE and PE through app designs. Use behaviour is affected by Gamification elements. Affective need and social need link up uses and gratification (U&G) theory and unified theory of acceptance and use of technology (UTAUT)in gamification context. This study confirms the affective need affecting behavioural intention (Thongsri et al., 2018). In this regard, the mechanism between the relationship of affective need and behavioural intention was showed. Affective need through both PE and EE influencing behavioural intention. Practical implications Corporations should consider adding gamified elements into consumption-related mobile apps to increasing usage behaviour. Lucky draws, quizzes and games could be built in for mobile apps. Mobile app designs and characteristics could improve user experience by allowing consumers to perform their search and buying processes easily. Mobile app designs will not directly influence “behavioral intention to use” but use behaviour. Social implications Practitioners need to look at the problem from technological and customer perspectives. From technological viewpoint, both mobile apps characteristics and design are important in affecting user behaviour. From customer’s perspective, it would be helpful to add gaming elements to the mobile apps and induce emotion. One may also use visual image to create an immersive experience on the development of storyline. Prospective customers might focus on what is going on in the story and pay less attention on its own logic. Thus, simply lucky draw might not have a true effect since player have its own belief working. A suitable story element could have positive effect on mobile apps use behaviour. Originality/value This study is one of the first to examine the association between gamification and use behaviour on consumption-related mobile applications. A new framework was proposed by integrating UTAUT model and U&G theory.

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“…There are also other important resources within the latest innovations in educational technology, such as the implementation of augmented reality as a catalyst for student motivation (Garzón et al, 2020;Hanid et al, 2020;Pochtoviuk et al, 2020) and the use of educational apps for mobile devices that can expand the limits of the virtual classroom, the face-to-face classroom and the learning experience itself (Blilat & Ibriz, 2020;Tamtama, 2020). Along these lines, in recent years, many educational projects related to revitalising the virtual classroom based on new digital video platforms (Basith & Syafi'i, 2020) and even projects based on the effect of specific apps based on social interactions (Cassel, 2021;Gulati et al, 2020) have also appeared. Another aspect related to educational technology is TPACK and the focus on the integration of technological resources and the analysis of student perception (Soler-Costa et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science

Belmonte

Moreno-Guerrero

Sánchez

et al. 2021

AJET

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Since its inception in 1985, the Australasian Journal of Educational Technology (AJET) has been dedicated to the diffusion of studies on the integration of technology in higher education. Its track record in this field has placed it in the first quartile of the Scimago Journal & Country Rank. The objective of the study was to reveal to the scientific community the journey and evolution that this journal has had throughout its existence in Web of Science. A bibliometric methodology was used, supported by a scientific mapping from a unit of analysis of 798 documents. For this reason, a co-word analysis can be a fundamental tool for understanding the characteristics of their production and their impact on the scientific community. There is an evident progressive evolution of the studies published in the Australasian Journal of Educational Technology, with a first phase focused on the design and implementation of educational technology in learning environments, a second phase focused on the enrichment of technology and its acceptance within the processes of teaching and learning, and finally a stage focused on student and teacher perceptions of the implementation of technology in the educational context. Implications for practice or policy: We have established a contextual framework to show researchers current trends in educational technology and delineate future lines of research. Those interested in this subject will have a set of bibliometric indicators to delve into the field of educational technology. Higher education teachers and students will discover the evolution of the use of technology in learning spaces.

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Design of English Vocabulary Mobile Apps Using Gamification: An Indonesian Case Study for Kindergarten

Cited by 21 publications

References 18 publications

Gamification in Teaching and Learning Languages: A Systematic Literature Review

Gamification in Teaching and Learning Languages: A Systematic Literature Review

Do gamified elements affect young people’s use behaviour on consumption-related mobile applications?

Co-word analysis and academic performance from the Australasian Journal of Educational Technology in Web of Science

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