PRIMARY SCHOOL TEACHERS’ UNDERSTANDING AND IMPLEMENTATION

OF GAMIFICATION IN TEACHING MATHEMATICS

CHAPTER 1

1.1 INTRODUCTION

All teachers want to deliver instruction that guarantees success for every pupil. Different

approaches to teaching pupils are used as more diverse people enter the field. Gamification is

a concept that applies game mechanics and design techniques games that involve players and

motivate players to achieve their goals (Noor & Yusof, 2015). Gamification techniques are

efforts to benefit players' desire to learn, socialize, compete, and achieve goals. The initial

strategy of gamification is to use rewards as a medium for the player to perform the desired

task to get a reward (Farber,2015).

The types of rewards provided are points rewards, achievement badges or progress filling

bars. These technique of providing rewards can encourage players to compete. The use of

games in the classroom is one of the numerous ways that teachers may do in order to make

their lessons entertaining and engaging. Gamification implements game characteristics such

as playing video games that are applied in indirect learning-based activities (Pramana, 2015)

or the process of adding games or similar elements in a matter (as an assignment) that aims to

encourage participation (Meriam Webster, 2016).

In contrast, teachers have a crucial role in creating engaging learning opportunities for

students to create connections and prepare them for the future when they enter the working

world. Additionally, the use of materials as a type of learning assistance allows poorer

students to easily catch up with teachings through game-based learning.

Hence, this study was conducted to determine Primary School teachers’ understanding and

implementation of gamification in their teaching lessons. Apart from that, this study enabled
greater understanding on how the gamification would contributing mathematics lessons and

improves the pupil’s result.

1.2 BACKGROUND OF STUDY

Mathematics is regarded and serves as the basis for many other academic fields. Gamification

is often used in the learning process in the 21st century. It has an approach which applies a

culture of innovation in teaching that can make the teaching process and learning (T&L)

becomes more interactive and can improve the quality of education. Approach in T&L should

be developed step by step using current technology. (Abdul Rahman ,2017) stated, traditional

methods are no longer suitable to be applied in the T&L process in the 21st century.

Therefore, bringing the focus of gamification methods in education gives a new breath that

can be used beneficially between educators and students. Gamification in education fosters

on active participation from students, especially shy students and this has a direct influence

on interest and pure attitude towards learning in class (Bayat, Kılıçarslan & Şentürk, 2014).

The gamification method can increase student motivation and more studies should be done to

identify how gamification methods can help motivate students and increase student

engagement to learn Mathematics.

This is because, the pattern of learning mathematics needs to be done actively to be able to

increase students’ motivation in learning related to numbers (Koleini, 2016). In the study of

(Farozi,2016), students cannot understand the learning content for quantitative courses such

as mathematics, physics, economics, and statistics through traditional approaches because the

courses require students to provide high level of concentration to understand the learning

content for the course. This finding is supported by (Sulaiman,2017) stated that, the delivery
of the T&L process using traditional methods will result in students easily sleepy and the

learning atmosphere becomes gloomy. This will result in a decrease of student motivation.

Any strategy or general methodology for education should not only play a supporting role but

also offer a fresh perspective on the subject matter that is not copied from another method of

instruction. Ineffective attempts at gamification in the classroom are frequent, and this

enrages pupils who are given extra work with unclear goals.

From the viewpoint of the teachers, the effort frequently outweighs the educational

advantage. In order to make mathematics instruction more engaging, the purpose of this

research is to investigate the understanding, skills and strategies by primary school teachers

that can be applied in the mathematics teaching lesson.

1.2 PROBLEM STATEMENT

Traditional learning methods in the form of lectures face-to-face is changed to a new norm

which is online and in-person learning for long distance pupils. To ensure pupils are always

committed and consistent with T&L sessions, educators including teachers and lecturers need

to play a role so that pupils are always involved with this T&L session wherever they are..

Teachers should use teaching methods and approaches that different and new techniques to

implement active learning to increase motivation and student involvement in learning and

new approaches and techniques to implement active learning.

The success of digital games in education validates the role of gamification in support of its

ability to increase motivation, engagement, and social influence while enabling students to

engage in experiential learning based on the empirical evidence of recent research (Groening

& Binnewies, 2019; Lopez & Tucker, 2019).

This approach is based on constructivism learning which summarizes the need for learning

based on experience through social interaction with the environment and peers (York &

Dehaan, 2018). There is evidence which many have shown that increasing acceptance of

gamification as an effective strategy learning that is used to create an interesting learning

experience. However, the support and involvement of gamification in pedagogy remains

challenging (Ding, Er & Orey, M, 2018). In addition, the concept of gamification is still new

in the education sector (Göksün, & Gürsoy, 2019), whereby teachers normally practice

traditional methods that are teacher centered.

However, the methodology does not attract the attention of the students. This causes there to

be students who lack of interest and lack of appreciation of the content of Mathematics

Education lessons. Gamification is a relatively new instructional tool that has been used to

encourage students, but its usefulness on both students' academic achievement in

mathematics and their success outside of the classroom has not yet been properly

investigated. Researchers have used gamification in mathematics instruction to encourage

active engagement and suggest that students were motivated, but more research is needed to

prove its effectiveness on students' non-academic success and their learning, according to

Geelan (2015). They suggested that more research is needed to determine what impact

gamification can have in the classroom.

In Malaysia, there are studies that show the majority of teachers more exposed to teacher-

centred learning methods in the teaching process, for example by applying the learning

method by using the lecture method, lectures, and demonstrations in the classroom, as

opposed to applying student-centred methods such as gamification in their teaching (Mohd

Yusoff, 2016; Naquiah & Jimin, 2016; Nur Syamira, Maimun, & Aisyah, 2016; Mohamad

Yusof & Zulkifli, 2021).

Therefore, an important consideration in the use of most gamification effective is to get the

teacher's perception of the use of gamification. The teacher's perception gives strong

implications for teachers' teaching in the classroom. Teacher’s behaviour is influenced by

individuals, social, physical environment and base level factors can impact the decisions

made by teachers regarding the pedagogical approach adopted (Elder, 2007).

According to Dichev and Dicheva (2017), there have been several studies on gamification as

a development in education. Based on their research, they suggested conducting more

methodically specified tests and properly confirmed procedures to confirm the educational

advantages of gamification. According to Dichev and Dicheva (2017), rigorous assessment

procedures must be used for gamification to be recognised as a legitimate teaching method.

This study can be utilised to acquire a better understanding of how gamification affects

teachers' instructional strategies as well as to shed light on how it affects students' learning

when it is employed in mathematics instruction.

1.3 PURPOSE OF THE STUDY

Kapp (2012) has stated clearly in his book that the gamification approach in education can

help students enrich their learning experience by stimulating various skills such as higher-

order thinking skills (HOTS), 21st century skills and problem-solving skills. This study was

conducted with the aim to see the primary school teachers’ knowledge, understanding and

implementation of gamification in mathematics teaching and learning.

1.4 RESEARCH OBJECTIVES

The objectives of this study are to:

i. Determine the level of knowledge of teachers on the gamification in teaching and

learning Mathematics.

ii. Determine the level of skills of teachers on the gamification in teaching and learning

Mathematics.

iii. Determine the level of implementation of gamification in teaching and learning

Mathematics.

iv. Identify the relationship of knowledge and implementation of gamification in teaching

and learning Mathematics.

v. Identify the relationship of skills and implementation of gamification in teaching

and learning Mathematics.

1.5 RESEARCH QUESTIONS

The study will address the following two questions to ascertain the effect gamification has on

primary school mathematics instruction and learning:

i. What is the level of teacher’s knowledge on the gamification in teaching and learning

Mathematics?

ii. What is the level of teacher’s skills on the gamification in teaching and learning

Mathematics?

iii. What is the level of implementation of gamification in teaching and learning

Mathematics?

iv. Is there any relationship between knowledge and implementation of gamification in

teaching and learning Mathematics?

 v. Is there any relationship between skills and implementation of gamification in

teaching and learning Mathematics?

1.6 HYPOTHESIS

This study involved two hypotheses as below:

Ho1: There is no significant difference between knowledge and implementation of

gamification in teaching and learning Mathematics.

Ho2: There is no significant difference between skills and implementation of gamification in

teaching and learning Mathematics.

1.7 CONCEPTUAL FRAMEWORK

The Figure 1.7 shows the conceptual framework that was built is a guide to the research that

is carried out. This framework produced based on the objectives and questions of this study.

There are three aspects that are factors the level of understanding of mathematics teachers in

implementing gamification in teaching that was studied in this study which is the level of

readiness, acceptance, and operation of mathematics teachers towards gamification teaching.

Mathematics Teachers' Knowledge

of Gamification

Mathematics Teachers’
Level of readiness,
Skills Towards
acceptance, and operation of
Gamification
mathematics teachers
towards gamification
Figure 1.7 Conceptual Framework
Mathematics Teachers'
Implementation of
Gamification
1.8 LIMITATION OF STUDY

This survey is conducted in order to look into teachers’ knowledge, skills and implementation

on gamification during Mathematics teaching and learning. This study is limited to the

aspects considered in this study only that are knowledge, skills and implementation and the

relationship between these aspects. The respondent of this survey is limited to Mathematics

teachers in Perak only with the use of a set of questionnaires as the instrument of this study.

All the findings obtained in this study are restricted to the honesty of respondents’ responses

only.

1.9 SIGNIFICANT OF STUDY

This study is relevant because it adds to the few quantitative data that already available on

teachers' understandings of gamification mathematics. This research will be an important step

in promoting gamifications as an effective learning aid in the educational setting. Teachers

from primary schools will be involved in this project. There is a shortage of material on

gamification approaches in primary school. As additional studies are completed,

researcher will have more data to study alternative scenarios of gamification implementation.

Each research question's findings will be valuable to academics who will undertake more

research to improve the usage of gamification in education and mathematics training. This

study aims to make substantial advances to our knowledge of how gamification as an active

engagement tool affects motivation and academic achievement in mathematics teachers.

1.10 DEFINITION OF TERMS

When evaluating how gamification will affect mathematics teaching and learning, it's critical

to develop a knowledge of the phenomenon. Numerous academics and researchers who have

studied the issue have used the term gamification, but their interpretations of it varies. The

practise of incorporating game-based mechanics, aesthetics, and game thinking is known as

gamification, and it is used to promote or boost engagement and encourage people or groups

(in this case, groups refer to students in the classroom) to solve problems (Kapp, 2012).

Examining the breakdown of game-like mechanics, game aesthetics, and game thinking,

particularly as it relates to educational contexts, can help one gain a thorough grasp of the

diversity in gamification (Ceker & Ozdaml, 2017).

1.10.1 Gamification

The notion of gamification which has gained popularity since 2010, has shown itself in the

business, health, and education sectors (Deterding et al., 2011). In the literature, there are

several definitions of gamification. Gamification, as described by Deterding et al. (2011), is

the incorporation of game design components into non-game situations. Similarly,

Dominguez et al. (2013) defined gamification as the incorporation of game aspects into non-

game implementations to improve user experience and interest. Furthermore, Kim and Lee

(2015) defined gamification as the application of game design to non-game operations.

Ding (2019) explained that the gamification component encourages pupils to acquire more

goal orientation through more patience significant, repetitive learning, teamwork, and fun

competition with people others during the learning process. There is growing evidence that

gamification is gaining acceptance as a strategy effective learning to create a very interesting

learning experience. According to empirical evidence from recent research, the success of

digital games in education seeks to validate the impact of gamification in supporting its

potential to improve motivation, participation, and social impact, while engaging students in

experiential learning (Groning & Binnewies, 2019; Lopez & Tucker, 2019)
1.10.2 Knowledge

Teachers think that gamification in learning approaches are among the most widely used

pedagogies in use today. These approaches include leader boards, star point collection, and

other motivational features, as well as game mechanics and engaging activities. Teachers are

starting to provide pupils fresh opportunity to develop new talents alongside their peers. The

gamification characteristics and other components of gamification have made it possible to

improve the learning abilities required for the twenty-first century.

1.10.3 Skills

Teachers need to work hard to meet the needs and abilities of students by choosing materials

help teach from various sources. Therefore, teachers should have proper skills that have

power to develop not only intellectual but also from the social, emotional and appreciation

aspects them. The fact is very clear that the students will be easier to master a mathematical

skill if the teacher can choose and use appropriate skills to use gamification method in T&L.

1.10.4 Implementation

There are many benefits to gamification that can help in improve the learning process for

students at all academic levels. Specifically, gamification is implemented with the intention

of enabling students enjoy the experience and overcome the challenges of intellectual

education (Ong, Chan & Koh, 2013). Gamification involves various emotions, starting from

curiosity, confused, disappointed until happy when successfully finished the game with

successfully (Pramana, 2016). A learning approach through gamification as well encouraging

students to always seek knowledge to satisfy their curiosity them and for self-satisfaction

(Smith-Robbins, 2010).
1.10.5 Teaching and Learning

According to (Hoe, 2015), a gamified learning activity allows students to acquire knowledge,

hone skills and foster positive traits through the game built specifically for the purpose of

learning. In other words, gamification in learning activities is a student-centred process

(Dichev and Dicheva ,2017). It has been applied in all levels of education, from school level

to higher education level (Vlachopoulos and Makri, 2017). Although it is often thrown with

negative perspectives from the society especially from the parents of the students, the

reputations of gamification remain intact.

1.7 CONCLUSION
In conclusion, gamification is a method of applying games in the process T&L aims to make

the T&L process more effective, interactive, and interesting. Learning using gamification

methods can be considered an enabling T&L method students explore games as a form of

learning to help improve their skills or achieve certain learning outcomes. The next chapter

will give voice to the literature that develops the premise for the use of gamification and

reveals the fundamental elements that lay the groundwork for its use.