Gamification as a Helping Hand for Students’ Learning Adaptation due to Covid-19 Pandemic

Afrilyasanti, Rida; Cahyono, Bambang Yudi

doi:10.18823/asiatefl.2022.19.4.11.1301

Cited by 3 publications

(2 citation statements)

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“…Gamification's multifaceted benefits include heightened engagement, achievement motivation, and autonomous learning support (Schöbel et al, 2020;Woodcock & Johnson, 2018). By creating dynamic learning environments where learners actively participate and compete, gamification can foster a sense of accomplishment, encouraging students to strive for personal growth and achievement (Afrilyasanti & Cahyono, 2022;Bovermann & Bastiaens, 2020;Puig et al, 2023). Furthermore, gamification's motivational impact is crucial for fostering autonomous learning via SDL.…”

Section: Gamification In Educationmentioning

confidence: 99%

“…The infusion of elements such as points, badges, and leaderboards harness the intrinsic human desires for competition and achievement. It becomes evident that these gamification elements infuse the learning environment with dynamism and engagement (Afrilyasanti & Cahyono, 2022). Learners are not merely passive spectators; they become active participants in their educational journey, propelling themselves forward through intrinsic motivation.…”

Section: Figure 2 Example Of Gamification Element Leaderboard Levelsmentioning

confidence: 99%

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Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Slamet,

Basthomi,

Maria Ivone

et al. 2024

JITE:Research

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Aim/Purpose: This research explores the design and development of a gamified Massive Open Online Course (MOOC) aligned with the Self-Directed Learning (SDL) approach. The focus is addressing challenges to foster autonomous learning within the MOOC context. Background: MOOCs have emerged as a prominent platform for global education; however, they face ongoing challenges, particularly in their capacity to facilitate SDL effectively. Despite their popularity, there are gaps and limitations in existing MOOC designs that hinder the cultivation of autonomous learning. This research seeks to bridge these gaps and enhance MOOCs’ ability to support SDL through systematic design improvements and the strategic integration of gamification elements. Methodology: In this study, we adopt the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model as the foundational framework. It begins with the Analysis phase, which includes a comprehensive literature review and a questionnaire administered to 41 undergraduate students to gain insights into learner preferences. The Design phase follows, where we develop an innovative MOOC framework enriched with gamification elements. This framework is then implemented and tested during the Development and Implementation phases. Finally, during the Evaluation phase, field testing of this framework is conducted with a limited-scale participant group. Contribution: This research makes a substantial contribution to the academic field and profession by systematically addressing identified gaps and limitations in MOOC design. It delves into the crucial role of MOOCs within the self-learning environment, emphasizing their significance in catering to self-directed learners. Additionally, this research sheds light on the transformative impact of gamification on MOOCs. By showcasing how the ADDIE model can be effectively utilized, this research not only addresses existing challenges but also advocates for the optimization of MOOCs to better serve and empower self-directed learners. Findings: Our study has unveiled a transformational shift in MOOCs. Through the effective integration of gamification, we observed changes in learner engagement, motivation, and the cultivation of SDL behaviors. Participants experienced a substantial increase in their enthusiasm for learning, which led to improvements in their ability to take charge of their learning journeys. This was not merely a superficial enhancement but a profound shift that left participants consistently expressing heightened satisfaction and a deep sense of accomplishment. Recommendations for Practitioners: Our findings strongly advocate for the adoption of a systematic approach to MOOC design. Practitioners should consider leveraging the ADDIE instructional design model, as demonstrated in our study, to elevate MOOCs to new heights. By strategically incorporating gamification elements, MOOCs can become powerful tools for enhancing learner engagement and fostering autonomous learning. This transformation will not only benefit individual learners but also contribute to the broader landscape of online education. Recommendation for Researchers: Researchers should delve deeper into the realm of gamification within MOOCs. The potential for refining and optimizing specific gamification strategies, especially within the structured framework of the ADDIE model, is an area ripe for exploration. Additionally, there is a need for nuanced research that delves into tailoring MOOCs to cater to self-directed learners’ unique needs. By doing so, we can continue to drive the boundaries of knowledge in online education and offer more effective solutions to learners worldwide. Impact on Society: Our study transcends the confines of academic inquiry and holds implications for society. By harnessing the power of gamification within MOOCs, we can enhance online education. This means not only making education more accessible but also rendering it more engaging and effective on a global scale. Our findings have the potential to democratize learning, empower learners, and ultimately contribute to a more educated and skillful society. Future Research: Future investigations should embark on a journey to uncover the long-term effects of gamification in MOOCs. Moreover, exploring the scalability of these approaches and their influence on diverse learner populations is paramount. As we move forward, the focus should remain on refining and expanding our understanding of how gamification, within the structured context of the ADDIE instructional design model, can continually optimize the landscape of online education.

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Section: Gamification In Educationmentioning

confidence: 99%

Section: Figure 2 Example Of Gamification Element Leaderboard Levelsmentioning

confidence: 99%

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Slamet,

Basthomi,

Maria Ivone

et al. 2024

JITE:Research

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Unlocking the Potential in a Gamification-Based MOOC: Assessing Autonomous Learning and Self-Directed Learning Behaviors

Slamet,

Basthomi,

Ivone

et al. 2024

TLI

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Massive open online courses (MOOCs) have significantly advanced online education. Yet, MOOC instructors still grapple with the ongoing challenge of low learner engagement while striving to foster autonomous and self-directed learning (SDL). Integrating gamification into these courses could be a promising solution. However, the extent to which gamification shapes autonomous and SDL behaviors within MOOCs remains underexplored. This mixed-methods sequential explanatory study investigates the interplay between MOOC, gamification, autonomous learning, and SDL behaviors to harness the potential of online education. We address this research void by delving into the intricate relationship between gamification and learners’ engagement in autonomous learning and SDL behaviors. Drawing upon self-determination theory (SDT) as a theoretical framework, we scrutinize how gamified MOOCs influence intrinsic motivation and SDL behaviors. Our study utilizes questionnaires and structured interviews to comprehensively examine the users’ experiences within a gamified MOOC. The findings suggest that thoughtfully integrated gamification elements not only enhance learner engagement but also stimulate autonomous learning and SDL behaviors. However, it is crucial to approach the integration of gamification thoughtfully, ensuring a balance that promotes intrinsic motivation without undue reliance on extrinsic motivators. These findings hold significant implications for educators, course designers, and policymakers leveraging gamification to enrich online learning experiences and cultivate self-directed educational pathways. They offer valuable insights for educators, course designers, and policymakers aiming to leverage gamification for enriching online learning experiences and nurturing self-directed educational pathways in MOOCs.

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Assessing gamification-based LMS for EFL students: A self-directed learning framework

Slamet,

Basthomi

2024

SILC

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The efficacy of gamification-based Learning Management Systems (LMS) in facilitating English as a Foreign Language (EFL) learning is an area of growing interest. However, a critical gap exists in comprehensively understanding how these platforms influence self-directed learning (SDL) among EFL students, particularly regarding self-management, self-motivation, and self-control. To address this lacuna, this study employs a survey design involving 50 EFL undergraduate students from STKIP PGRI Sidoarjo, a private university, in Indonesia. Grounded in Garrison’s SDL Framework, the research evaluates the impact of gamification on SDL dimensions within the LMS milieu. The data were collected through a questionnaire for quantitative analysis and interviews for qualitative insights. Findings unveil a nuanced landscape: while gamification initially boosts engagement and motivation, sustained self-management and control pose challenges. Implications underscore the imperative for tailored interventions to fortify SDL competencies within gamified environments. Recommendations advocate for the integration of personalized feedback mechanisms and collaborative features to scaffold EFL students’ SDL skills amidst gamified platforms.

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Gamification as a Helping Hand for Students’ Learning Adaptation due to Covid-19 Pandemic

Cited by 3 publications

References 0 publications

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning

Unlocking the Potential in a Gamification-Based MOOC: Assessing Autonomous Learning and Self-Directed Learning Behaviors

Assessing gamification-based LMS for EFL students: A self-directed learning framework

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