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The Effectiveness of Gamification in Improving Stu
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ABSTRACT I.INTRODUCTION
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Kolokium Pembentangan Kertas Penyelidikan Dan Inovasi TVET Peringkat Politeknik dan Kolej Komuniti Zon Utara 2018
extrinsic motivation for a better performance with other 'players', in performing a certain task,
(Dichev et.al, 2016). otherwise known as problem solving. While
each 'game' has its own specific set of
II. GAMIFICATION MODEL behaviours it wishes to cultivate / encourage,
According to Teh. I.(2015) in his blog there are some general types that apply to the
Gamification of Learning applies the concepts of majority of 'games'. These include loyalty, which
gamification to an educational or learning refers to the continued engagement of 'players'
environment, with the goal to maximize over a period of time; or competency, which
enjoyment of learning and engage learners, thus refers to the level of mastery a 'player' will
inspiring and motivating them to continue achieve as a result of performing certain tasks.
learning. This will eventually influence learners, 'Players' may also engage in competition or
causing them to develop a desired behavior(s). cooperation with other 'players', which usually
He was proposed Gamification Model in 2015 results in more engagement. Finally, 'player'
(Figure 1) which consists Mechanics, may develop synthesis, or a combination of
Measurement, Behavior and Rewards. knowledge, skills / abilities, or attitudes, as a
According to this model, he was justifying that; result of multi-tasking.
i. Mechanics refers to the elements that iv. Reward refers to the types of incentives given
comprise Gamification. One of the key elements to 'players' for fulfilling a requirement or task in
of Gamification is storytelling, the overall grand the 'game'. There can be a multitude of rewards,
narrative that sets the 'game' in motion and both digital and/or real-world, and encourages
defines its purpose, be it a quest or an 'players' to strive to achieve them. Such rewards
adventure. The 'game' is often executed through could include recognition, such as a status, title,
the use of visual cues and interactive objects, be trophy, or badge; achievements, such as a level
it digital or in a real-world context, which aids up, filling of a progress bar, or a collection of
engagement of the 'players'. The 'game' will symbols; access, in which a 'player' is granted
often have pre-defined boundaries and goals, privileged rights to a certain area or item;
with a logical system of progression. There will valuables; which could include digital items,
often be a reward schedule of some kind, be it physical items, actual cash, or virtual currency.
incentives (rewards), or disincentives Sometimes, a reward could simply be pure
(penalties), for performance of certain tasks. enjoyment of the 'game', possibly the greatest
There may also be elements of social feedback, reward is value creation, whether it be the
wherein 'players' are able to engage with each 'player' learning something or deriving meaning
other, or with the person in charge of the 'game', from the 'game', or the 'game' is used to fulfill a
be they a trainer, developer, etc. certain objective. However, not all elements of
the Gamification of Learning needs to be
ii. Measurement refers to how progress in incorporated at all times, though theoretically,
Gamification is evaluated. There are various the more elements a 'game' has, the more
types and scales of measurements used in effective it should be.
Gamification, and a particular 'game' may utilize
one or more of these. They include reputation,
which refers to an achievement or status
attained; performance, which refers to how a
task is carried out; quality, which refers to the
level of excellence attained in a task;
completion, which refers to the degree to which
a task is fulfilled; quantity, which refers to a
numerical amount attained; time, which refers to
how quickly an action was performed, or how
quickly a task was done; meaning, which refers
to the interpretation, or learning, that a 'player' Figure 1. Gamification Model of Learning. Available from:
derives from the 'game'. http://ivanteh-
runningman.blogspot.com/2015/04/gamification-of-
iii. Behaviour refers to the desired actions which learning.html , Teh. I.(2015), [accessed Sep 10, 2018].
'players' will cultivate as a result of playing the
'game'. This is done through engagement, as a
result of 'players' interaction with the 'game', or
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Kolokium Pembentangan Kertas Penyelidikan Dan Inovasi TVET Peringkat Politeknik dan Kolej Komuniti Zon Utara 2018
III. GAMIFICATION IMPLEMENTATION IN milestones, and what students need to learn and
EDUCATION achieve by the end of each stage respectively.
These milestones make the ultimate objective
Despite having differences from serious seem more achievable and measurable, while
games, Marczhewski (2013) has stated
ensuring that obstacles within and between
gamification is using game metaphors, game
each stage are easily identifiable. Example as
elements and ideas in a context different from
that of the games in order to increase motivation Figure 4 shows the objective and breaking down
and commitment, and to influence user the learning context into different
behaviour. The statement was supported by W. stages/milestones.
Hsin-Yuan Huang.D. and Soman.D. (2013) said
that gamification is not directly associated with
knowledge and skills. Gamification affects
students’ behaviour, commitment and
motivation, which can lead to improvement of
knowledge and skills. To realize the matter, one
possible solution is to use game elements in the
learning process, then reward the efforts and
Figure 3. Example of structuring activities using
achieved results by awards, which will lead to stages/milestones. (Hsin-Yuan Huang. D., and
increased motivation for participation and Soman.D.,2013)
activity. Hsin-Yuan Huang, W., and Soman. D.
(2013) also present five-step process to
applying gamification in education in their book Next strategy is to identifying resources,
as listed below. teacher can identify which stages can be
gamified. For a stage qualify for gamification, a
currency-based tracking mechanism (unit of
Understanding the Target measurement-could be points/time/money/etc.)
Audience and the Context and rules are essential to develop levels and
provide feedback on the student’s progress.
Defining Learning
Then teacher can be applying gamification
Objectives elements with using self-elements or social-
elements. After the teacher has through these
steps, s/he will need to put it through a trial run,
Structuring the compare the results with the objectives and
Experience
adjust the elements accordingly. The accuracy
and efficiency of applying gamification to the
Identifying Resources education program will depend on the
thoroughness of implementing these steps.
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Kolokium Pembentangan Kertas Penyelidikan Dan Inovasi TVET Peringkat Politeknik dan Kolej Komuniti Zon Utara 2018
and material downloads; motivate the positive The quickest and most accurate
answer will be selected as a
effect on the quantity of students’
winner because the padlet has
contributions/answers without a corresponding a timestamp to see when they
reduction in their quality; increased percentage Padlet send the assignment
of passing students and participation in All groups will compete to find
the answer in quickest way
voluntary activities and challenging assignments The final marks will add to
and minimizing the gap between the lowest and Score Board by cumulative style
the top graders (Dicheva et.al.,2005). Lecturer will provide question
for discussion
Student will discuss and paste
IV. RESEARCH METHODOLOGY their answer to Google Docs
Normally this application will
This research was participated by 53 give for a large-scale and long
Diploma in Digital Technology students at the Google Docs term discussion
Information and Communication Technology Suitable for individual and group
discussion
Department at Balik Pulau Polytechnic, Penang. Lecturer can check the most
The course involved is DFP4033 Integrative active contributor using DocuViz
Programming and Technologies which they application
The final marks will add to
need to learn advanced Java programming Score Board by cumulative style
languages. Their grades will use to compared
with previous batches in June 2017 semester
(78 students), but did not use the gamification IV. RESULTS AND DISCUSSION
method in their teaching and learning.
After implementing a series of
At the beginning of the semester, gamification throughout the semester, grades
students were formed into small groups of 3-4 obtained by students on the final examination of
students per group. Students will undergo December 2017 was compared with the
several group challenges in the classroom each previous semester of June 2017. Table 2 and
week. This challenge will use some online Figure 4 shows comparisons in grades and
learning tools like Kahoot!, Padlet and Google percentage for both semesters.
Doc. Each group gets a score that matches the Table 2
performance of each group and at the end of the Percentage group by grade for June and Dec 2017 in
semester, the lecturer will announce the winner DFP4033 Course
for all challenges in the Score Board and gave
winner with a rewards. Session June 2017 Dec 2017
i. Gamification Implementation Grade No. of % No. Of %
Students Students
Table 1 A+ 0 0.0 0 0.0
Gamification application and implementation for Dec 2017 A 3 3.8 2 3.8
in DFP4033 Course A- 9 11.5 9 17.0
B+ 12 15.4 7 13.2
GAMIFICATION IMPLEMENTATION B 14 17.9 11 20.8
B- 14 17.9 12 22.6
Lecturer will provide Kahoot! C+ 9 11.5 7 13.2
question each time subtopic
ends C 9 11.5 1 1.9
Students are given time to study C- 3 3.8 2 3.8
in group before playing Kahoot! D+ 3 3.8 1 1.9
Kahoot! During playing, lecturer will D 1 1.3 1 1.9
display the question to the E 1 1.3 0 0.0
class, students can discuss with
Total 78 100 53 100
groupmate and answer the
question using their own device
(phone/laptop)
All groups will compete to get
highest mark
The final marks will add to
Score Board by cumulative style
Lecturer will provide question
for discussion
In a group, student will discuss
and paste their answer to padlet
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Kolokium Pembentangan Kertas Penyelidikan Dan Inovasi TVET Peringkat Politeknik dan Kolej Komuniti Zon Utara 2018
25 60.0
50.0
20
40.0
15
30.0
10
20.0
5
10.0
0 0.0
A+ A A- B+ B B- C+ C C- D+ D E Cemerlang Kepujian Lulus Gagal
Figure 4. Percentage group by grade for June and Dec Figure 5. Percentage group by Status for June and Dec
2017 in DFP4033 Course 2017 in DFP4033 Course
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Kolokium Pembentangan Kertas Penyelidikan Dan Inovasi TVET Peringkat Politeknik dan Kolej Komuniti Zon Utara 2018
Al-Azawi. R., Al-Faliti. F. & Al-Blushi. M.(2016), Kapp, K. M. (2012). The gamification of learning
Educational Gamification vs Game Based and instruction: game-based methods and
Learning: Comparative Study, International strategies for training and education. Pfeifer
Journal of Innovation, Management and and Co
Technology, Singapore
Marczhewski. A. (2013). Gamification: A Simple
Arahan-Arahan Peperiksaan dan Kaedah Introduction & a bit more, 2013
Penilaian, Edisi 5 (2015), Bahagian
Peperiksaan dan Penilaian, Jabatan Oxford Dictionary (2018). [online] Oxford
Pendidikan Politeknik, Putrajaya University Press. Available at:
https://en.oxforddictionaries.com/definition/u
Barata. G., Gama. S., Jorge. J. & Golcalves. D. s/gamification [Accessed 18 Sep. 2018].
(2013) Improving Participation and Learning
with Gamification, Proceedings of The 1st
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Kolokium Pembentangan Kertas Penyelidikan Dan Inovasi TVET Peringkat Politeknik dan Kolej Komuniti Zon Utara 2018