Evaluation on effectiveness of learning linear algebra using gamification

Abstract

This study evaluate effectiveness of learning Linear Algebra using gamification strategy. In this study, gamification with storytelling strategy is used as teaching tools to attract student to learn Linear Algebra. This study using Polytechnic Malaysia syllabus with focus group of Diploma students for semester three (Mechanical Engineering) and semester four (Electrical Engineering) for two topics; Matrix and Numerical Method. They are five methods of calculation simultaneous linear equations which is ‘Inverse’, ‘Cramer's Rule’, ‘Gauss Elimination’, ‘Lower Upper Doolittle’ and ‘Lower Upper Crout’. They are three main phases to develop this gamification; Pedagogy Phase, Design Phase and Evaluation Phase. Mixed methods approach combining quantitative (survey) and qualitative (Electroencephalogram) is used to evaluate students learning process using Linear Algebra gamification application. The findings of the five items surveyed showed that the acceptance of the prototype of the Linear Algebra Gamification Application was very encouraging from a total of 104 students. This is because all 38 questions for the five items earn a median of four and this indicates the majority of students choose “Agree” and “Strongly Agree”. The findings also show the percent “Agree” and “Strongly Agree” for all questions having a high percentage of between 61.5 and 94.2. This shows more than half satisfied and likes to use the Linear Algebra Gamification Application prototype. With the development of the Linear Algebra Gamification Application prototype, it is hoped that the use of learning based can be extended to a variety of subjects as well as topics to make the learning process more interesting and fun as well as helping to motivate students to learn

Oyunlaştırma Temelli Matematik Eğitiminin Öğrencilerin Akademik Başarılarına, Motivasyonlarına ve Girişimcilik Becerilerine Etkisi

“…These results are the results of studies that say gamification has a significant effect on students' academic success (Ağaoğlu, 2020;Ar, 2016;Boz, 2018;Cunha et al, 2018;Dominguez et al, 2013;Halloluwa et al, 2018;Karamert, 2019;Lee & Choi, 2020;Rahim et al, 2019;Tsay et al, 2018;Tuluk, 2019;Uz Bilgin & Gül, 2019;Yıldırım, 2016), contrary to their studies (Akın & Atıcı, 2015;Hanus & Fox, 2015;Koran & McLaughlin, 2013;Pehlivan, 2020;Taşkın, 2020;Türkmen, 2017;Watson-Huggins, 2018;Wouters & van der Meulen, 2020). Secondly, in the quantitative part of the study, the "Mathematics Motivation Scale", which was adapted into Turkish by Aktan and Tezci (2013), was used to examine the effect of gamification in mathematics lessons on students' motivation.…”

“…These results, in contrast to the studies (Ağaoğlu, 2020;Demir Öztürk & Eren, 2020;Dönmez et al, 2021;Ertan, 2020;Mert Yıldırım, 2019;Pehlivan, 2020;Taşkın, 2020), which stated that gamification did not have a significant effect on students' motivation within the scope of the research, stated that it had a significant effect on students' motivation. supports studies (Cunha et al, 2018;Deng et al, 2020;Ding et al, 2017;Gürbüz et al, 2014;Karaoğlan Yılmaz & Yılmaz, 2019;Lee & Hammer, 2011;Rahim et al, 2019;Sönmez, 2018;Su & Cheng, 2015;Ulus, 2021;Yıldırım & Demir, 2014) can be said to be qualitative.…”

Development and implementation of a Python functions for automated chemical reaction balancing

“…The core algorithm of the Python module is based on linear algebraic principles [23]. It transforms an unbalanced chemical reaction into a system of linear equations [24]- [26], solving for the coefficients that achieve mass and atom balance. This algorithm is optimized for both efficiency and accuracy, making it suitable for reactions of varying complexities.…”

Assessing actual usage and satisfaction factors of Microsoft Teams in online learning

“…There is a growing need for e-learning education, especially in higher education, where users need to be able to connect to their courses at all times and places [29]. It is intended that by creating a gamification application prototype, electronic-based learning will be able to be used for a wider range of disciplines and themes, increasing student motivation and making the learning process more engaging [30]. The welldesigned, technology-integrated campus is fundamental to the growth of a digital university through learning, teaching and research facilities, improving student internships and providing provide comfortable surroundings [31], [32].…”