Game-based Learning Sustainability During Social Distance: The Role of Gamification Quality

Abstract

<p style="text-align: justify;">Online learning is an obligation in teaching and learning activities during the Coronavirus disease (COVID-19). Game-based learning is a solution in improving student learning outcomes. This research aims to determine the level of acceptance of gamification in terms of Gamification quality (GQ), instructor characteristic (IC), and technology anxiety (TA). The target respondents were students taking information systems courses based on enterprises resources planning (ERP) Gamification. The sample used is a census. That is, the entire population is taken as a sample. A total of 93 students filled out the online questionnaire. Then, data analysis using Structural Equation Model - Partial Least Square (SEM-PLS). Student satisfaction (SS) and perceived ease of use (PEOUG) are the most influences. PEOUG is also the construct that has the most significant relationship impact, especially with the perceived usefulness (PUG). Meanwhile, two constructs do not significantly impact TA on PUG and PUG on Intention to use gamification (INTG). The obligation of students requires students to ignore the impact and function of gamification. The results of this research also show that technology acceptance model (TAM), the constructs IC, TA, and GQ have a positive effect on PEOUG. Then PUG and PEOUG can positively affect SS.</p>

Technology readiness in enterprise resource planning gamification to improve student learning outcomes

“…Parasuraman and Colby [14] 1379 technology utilization did not always lead to better results. These results make it easier for students to accept the techniques taught more effectively and efficiently [10]. The results of this study are also in line with other research where men tend to have higher technology readiness compared to women [17], [22].…”

“…Furthermore, SMR research supports this fact where 92% have online learning problems, namely lack of guidance from teachers (38%) and inadequate internet infrastructure (25%) [13]. As a result, students experience difficulties, especially in understanding online learning, especially in courses related to practicum (56%), so most of the students (78%) want face-to-face learning [10].…”

“…Previous researchers revealed that male students have better technology readiness than female students [17], [18]. This is because male students have higher optimism and innovativeness toward technology [10].…”

“…One of the ERP lessons through business game simulation is provided by the MonsoonSIM application. MonsoonSIM enables lecturers and students to understand how companies operate with an integrated ERP system [10].…”

“…However, the readiness of students to use MonsoonSIM seems to need to be investigated further, considering that during the pandemic period, MonsoonSIM was carried out remotely using asynchronous methods. So that the readiness of students to accept technology such as MonsoonSIM tends to be challenging to identify, and the impact of which online learning methods can cause learning outcomes are not fully achieved [10]. Furthermore, SMR research supports this fact where 92% have online learning problems, namely lack of guidance from teachers (38%) and inadequate internet infrastructure (25%) [13].…”