Gamification Approach to Enhance Students Engagement in Studying Language course

Cahyani, Andharini Dwi

doi:10.1051/matecconf/20165803006

Cited by 26 publications

(23 citation statements)

References 12 publications

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“…By letting them access freely without restriction, it reveals a more authentic result of student access that are done voluntarily. This is also consistent with the findings by Cahyani [11], in which she recommends that the student participation should be voluntary to make sure that the participants can feel the "game-like" activity. Fig.…”

Section: Results and Discussion A) Comparison Of Students' Online Actisupporting

confidence: 88%

Effectiveness of Gamification on Students’ Online Activity in a Distance Learning Class

Krisanti¹,

Vally²

2021

Procedings of the 1st ICA Regional Conference, ICA 2019, October 16-17 2019, Bali, Indonesia

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In the field of education, gamification is expected to be one of elements that can enhance student motivation to study. Although there are several studies abroad that show positive correlation between gamification and student activity, there are still minimum research about this topic in Indonesian context, specifically in distance learning environment. This research is aimed to see the effects of gamification on student online activity in a distance learning class. Distance learning environment provides a different characteristic of students who usually already have worked thus the effectiveness of gamification on them is still questionable. To see the effectiveness of gamification in term of students' online activity, experimental research is conducted to compare the results between two groups: control group (non-gamified class) and experimental group (gamified class). To minimize bias, this research does not use access restriction. By letting them access freely without restriction, a more authentic result is more likely to be obtained because students access their course voluntarily. As result, the numbers of online activities from both categories were compared and analyzed using quantitative approach with comparative method to see the effects of gamification on student online activity. The findings are interesting because it shows that the gamified class has higher number of activities in all course components but the difference between two classes are not significant. The result also shows that on certain dates the number of nongamified class is higher than the gamified class.

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Section: Results and Discussion A) Comparison Of Students' Online Actisupporting

confidence: 88%

Effectiveness of Gamification on Students’ Online Activity in a Distance Learning Class

Krisanti¹,

Vally²

2021

Procedings of the 1st ICA Regional Conference, ICA 2019, October 16-17 2019, Bali, Indonesia

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“…Respondent's acceptance of mobile technology due to the strong perception and understanding of the concept that the role of gamification is important in today's learning. The finding is in line with previous studies which conclude that gamification improves the teaching quality and student's potential on learning [1], [9], [10], [11].…”

Section: Discussionsupporting

confidence: 92%

“…In education, motivation is considered a determining factor of learning that is used to explain the attention and effort students commit to particular learning activities [10]. Nature of games is believed may facilitate students' motivation and interest, engagement, as well as the retention of learned skills [11]. It is where the game characteristics and mechanics are incorporated into a task to promote change in behaviour [12].…”

Section: Introductionmentioning

confidence: 99%

Untitled

2018

AJTVE

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This study aims to investigate the effect of gamification on student motivation for Basic Programming course offered to Diploma of Digital Technology'students in one of the Polytechnics in northern Malaysia. This study was conducted to investigate the students'motivation through the approach of gamification compared with the students' motivation through the existing learning method without the application of gamification. The design of this study was quasi-experimental and it was divided into two groups namely the control group and the experimental group. Student motivation was measured using the questionnaire adapted from the ARCS Model (Attention, Relevant, Confidence and Satisfaction) by Keller. The duration of treatment given to the student was three weeks and the sample consisted of sixty students. The results from the t-test analysis showed that there were significant differences in student motivation before and after receiving treatment and students in gamified learning approach was motivated than those in non-gamified learning approach. Overall, this result proves that gamification to have a good impact on student motivation and further research is needed to explore more on the implementation of gamification in a classroom with longer duration by focusing on the application of specific game elements and investigate its effectiveness.

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“…Associating digital gamification with the writing process provides an active classroom environment and improves creativity (Hibbard, 2015). It encourages students to be open to innovation (Cahyani, 2016); develops problemsolving skills (Gee, 2013;Kapp, 2012;Kayalı & Yilmaz, 2017;Ozer, Kanbul, & Ozdamli, 2018;Urh, Vukovic, & Jereb, 2015); supports collaborative learning (Buchinger & da SilvaHounsell, 2018;Halloluwa et al, 2018;Sánchez-Martín, Cañada-Cañadave ,& Dávila-Acedo, 2017). In addition, the students are motivated to write (Gee, 2008;Kingsley & Grabner-Hagen, 2015;Lam, Hew, & Chiu, 2018;Olson, 2010;Ozer, Kanbul, & Ozdamli, 2018).…”

Section: Introductionmentioning

confidence: 99%

Use of Digital Games in Writing Education: An Action Research on Gamification

Bal

2019

CONT ED TECHNOLOGY

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The aim of the study is to determine the contribution of gamification to writing skills of middle school students. For this study, a lesson plan has been developed to relate Writing and Authorship Skills lesson to the gamification for middle school students. From this lesson plan, it was tried to determine the effectiveness of the teaching process. Therefore, the study was designed as action research. The research group is composed of seventh grade students. Criteria sampling technique was used to determine the participants. As a data collection tool, student diary, semi-structured interview form, semi-structured observation form, digital content of the students were used. Data obtained from the semi-structured interview form were analyzed by content analysis; other data were analyzed by descriptive analysis. Writing skills and gamification were related in the study. Turkish Language Teaching Program (2018) has been taken into consideration in the action plan which relates to gamification and writing skill. As a result of the study, it was seen that all participants were actively involved in the implementation process. In addition, it was concluded that gamification increased the interest of students towards the course, combined school and non-school life, facilitated classroom management, supported collaborative work, and developed creativity. As a result of this study, it is suggested that digital games can be used as a text type in Turkish language lessons with the method of gamification in order to positively affect motivation of the middle school students toward writing education.

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Gamification Approach to Enhance Students Engagement in Studying Language course

Cited by 26 publications

References 12 publications

Effectiveness of Gamification on Students’ Online Activity in a Distance Learning Class

Effectiveness of Gamification on Students’ Online Activity in a Distance Learning Class

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Use of Digital Games in Writing Education: An Action Research on Gamification

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