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Werbach Gamification Framework
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The engagement and motivation of students in drawing activities are of great importance to their learning processes. The decline in attendance and difficulties stimulating the drawing skills of students make it crucial to develop novel methodologies that can overcome these difficulties. In visual art education research, utilizing game elements with...
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... Sistem reward yang diterapkan oleh Ibu C, seperti penggunaan board hafalan, dapat memotivasi siswa melalui pengakuan terhadap usaha mereka, yang sesuai dengan prinsip reinforcement dalam psikologi pendidikan (Skinner, 1953). Sementara itu, pendekatan permainan yang digunakan oleh Ibu I memperlihatkan bagaimana elemen gamifikasi dapat meningkatkan minat dan keterlibatan siswa, yang mendukung pandangan bahwa permainan edukatif dapat menjadi alat yang efektif dalam pembelajaran (Baiden et al., 2022). Berikut adalah gambar meningkatkan minat dan motivasi literasi Islam dalam pembelajaran. ...
Penelitian ini bertujuan untuk mengeksplorasi pembelajaran literasi Islam di sekolah dasar, serta mengidentifikasi pendekatan yang paling efektif dalam pengajaran literasi Islam. Penelitian ini menggunakan metode kualitatif dengan wawancara mendalam dan observasi sebagai teknik pengumpulan data. Subjek penelitian adalah guru-guru sekolah dasar yang mengajar di kelas. Hasil penelitian menunjukkan bahwa guru berusaha menyelaraskan pembelajaran agama dengan mata pelajaran lain melalui pendekatan tematik, yang memungkinkan siswa untuk memahami relevansi ajaran agama dalam konteks kehidupan sehari-hari. Selain itu, pendekatan ini juga membantu siswa untuk memperdalam pemahaman mereka terhadap teks-teks keagamaan, seperti Al-Qur'an, melalui murojaah secara bertahap. Penelitian ini memberikan kontribusi signifikan terhadap praktik pendidikan dengan menawarkan wawasan baru tentang cara mengintegrasikan literasi agama Islam ke dalam kurikulum yang lebih luas di sekolah dasar. Temuan ini diharapkan dapat menjadi acuan bagi para pendidik dalam mengembangkan metode pengajaran yang lebih efektif dan kontekstual. Kata kunci : Kurikulum Integrasi, Literasi Islam, Metode Pembelajaran, Sekolah Dasar
... The literature suggests that gamification is an effective pedagogical tool in K-12 and higher education institutions (Li & Chu, 2021;Lo & Hew, 2020;Parra-González et al., 2021) . Moreover, research indicates that gamification can significantly enhance students' interest and enthusiasm for learning (Baiden et al., 2022;Tan et al., 2023;Zainuddin et al., 2020). Existing literature suggests that in order to improve students' critical thinking, creativity, and proficiency with information and technology, gamification principles should be integrated into learning activities and grading systems (Göksün & Gürsoy, 2019;Zainuddin et al., 2020). ...
This study utilised scale development analysis to evaluate the effectiveness of gamification based on Knowles' andragogical principle in facilitating online learning for adult students. An exploratory sequential mixed-method research design was employed, incorporating interviews and field notes to gather qualitative data for scale construction. The Gamification for Adult Questionnaires (GAQ) scale was developed via questionnaires and analysed quantitatively. The thematic analysis of qualitative interviews revealed 23 sub-themes based on the five main andragogical principles used as a foundation for the quantitative analysis scales. Initially, 47 items were constructed, but five items with low communalities were excluded and an EFA with varimax rotation was performed on the remaining 42 items. The KMO and Bartlett test yielded a satisfactory value of 0.90 Williams et al. (2010). The Chi-square test (Bartlett's method) resulted in a significant sphericity level of p < .01. The EFA results enabled the categorisation of the 42 items into four factors: independent learning (9 items), learning engagement (15 items), knowledge-experience sharing (7 items), and application to real-life situations (11 items). The high alpha coefficient of 0.97 suggests the scale is reliable, and the 42 items account for 81% of the variance. The results indicate that the GAQ scale is a valid and reliable tool for evaluating gamification based on andragogical principles in adult learning settings. This study provides a foundation for future researchers interested in exploring gamification with contemporary teaching methods and technology for adult learners using Knowles' andragogical principles.
... Additionally, Baiden et al., (2022) emphasize the significance of student engagement and motivation in drawing activities, especially considering the challenges such as declining attendance and difficulties in stimulating drawing skills. To address these issues, the research explores the integration of gamification, incorporating game elements into a non-gamified setting, as a novel methodology in visual art education. ...
This study investigates the impact of gamification on motivation levels, vocabularyacquisition, and speaking skills in English language learning. Employing a quantitativepre-experimental design, the research engaged 21 high school students. Mean scores werecalculated for baseline assessments and post-intervention evaluations, providing acomprehensive understanding of participants' initial proficiency and the observedenhancements. Results revealed a substantial increase in motivation levels post-gamification intervention, with a mean score rising from 3.8 to 4.7. This noteworthyimprovement underscores the positive influence of gamification on participants' overallengagement. Similarly, vocabulary acquisition exhibited significant progress, as reflectedin the increase from a baseline mean score of 4.2 to 5.2 post-intervention. The findingssuggest the potential efficacy of gamification in fostering enhanced vocabulary acquisitionamong learners. Speaking skills also demonstrated notable advancement, with a baselinemean score of 3.9 rising to 4.9 post-intervention. These improvements collectively highlightthe positive impact of the gamification strategy on specific learning outcomes, particularlyin enhancing participants' speaking skills. This study contributes valuable insights to thefield of English language education, offering evidence of the benefits of gamification inenhancing motivation and language learning outcomes. The findings can inform educators,curriculum designers, and policymakers in optimizing instructional approaches, creatingdynamic and engaging learning environments to facilitate improved language proficiencyamong students.
... The students could individually gauge their weaknesses and strengths which helped them develop the right learning focus and attitude towards reading. Learner-centered autonomous learning materials and immediate test results are best implemented in a self-paced and gamified learning environment (Baiden et al., 2022;Tsay et al., 2018). ...
Foundation students need to pass English proficiency courses before joining their Bachelor program. Omani students are English as foreign language (EFL) learners. Therefore, acquiring reading skills is crucial in unlocking their academic performance. The researchers implemented an online intensive reading club seeking to engage unmotivated students into improving their reading through task-based learning from the ReadTheory website. The objectives were twofold, first to identify factors of engagement in the online intensive reading club leading to improved reading skills, and second to explore how these factors could instill long-term reading motivation. A three-cycle action research was conducted over six months with 10 participants. The systematic thematic analysis of observations, discussions, semi-structured interviews, and artifacts resulted in an in-depth understanding of the demotivation, engagement, learning and acquisition processes. Participation to the intensive reading club resulted in heightened motivation and improved reading skills due to the students’ active engagement in the Readtheory enhanced intensive reading tasks. Authentic and meaningful materials, immediate individual performance reports on reading skills and progress contributed to increased engagement, yielding long-term intrinsic and extrinsic reading motivation. The resulting Online intensive reading model will benefit teachers, students, and stakeholders seeking to motivate EFL students to read in the target language.
... There is a strong relationship between motivation and engagement if a learning environment is enriched with more enjoyable gamification activities (Adams & Du Preez, 2022;Baiden et al., 2022;Jayalath & Esichaikul, 2022). That is why many studies focus on gamification elements and tools in the literature. ...
... One of the criticisms of gamification pedagogical aspect in literature was that focusing on rewards is likely to damage intrinsic motivation. However, in a real sense, gamification was the triggers to active participation for students powered by reward and satisfaction from this extrinsic motivation (Baiden et al., 2022;Buckley & Doyle, 2017;Ninaus et al., 2015). ...
... Bai et al. (2021) revealed that relative and absolute types of leaderboard in gamification influenced students' engagement in different ways. Baiden et al. (2022) stressed that gamification increased students' eagerness, enthusiasm and engagement, thus improving their test performance. Furthermore, the leaderboard made some active and reflective learners build reputation, and reward system gave them opportunity to self-assessment as well as immediate feedback and increased self-confidence. ...
The aim of this study was to investigate effects of gamification on active and reflective learners' engagement and cognitive load. It was also presented both of groups’ experiences in 10-week gamification process in comparison. Participants consisted of 70 undergraduate students (45 active, 25 reflective learners). According to results, both active and reflective learners were high rate behavioral, emotional, and cognitive engagements in gamification, and had low cognitive load. There was no any significant difference between groups' engagement and cognitive load. It was determined that the Challenge and Competition, Engagement in Group Tasks and In-Class Activities, Leaderboard, and Reward System were common themes regarding the pros and cons of gamification process. “Challenge and Competition” theme had the highest frequency totally in terms of pros of gamification process whereas “Engagement in Group Tasks and In-Class Activities” theme had the highest ones in terms of cons. Although it was available common themes related to pros and cons of gamification, it was determined similarities and differences in active and reflective learners' opinions on various codes in themes. Consequently, characteristic features affected reaction toward gamification elements and process.
... This study aims to explore the adoption of new pedagogic activities, strategies and techniques by implementing gamification where teachers are tasked with experimenting on the use of new activities and strategies in their class and score points either through delivering or designing new activities for other teachers to use, or by observing teachers' experimentation and offering feedback. Vlachopoulos and Makri (2017) and Baiden et al. (2022) highlight the motivational benefits of using gamification through technology to embed practices and achieve outcomes in educational organisations. It is used in the context of this study as a method for assessing the efficiency of individual take up of teaching strategies, techniques or activities that are shared through a process of collaborative, observation and reflection. ...
- Higher Education Instructors’ Beliefs and Conceptions about Remote Education during COVID-19; - Higher Education Teacher’s Roles in Collaborative Learning Processes in Virtual Environments; -Teaching Competences Involved in the Design of Immersive Literary Environments: Combining STEAM Projects and Maker Culture; - The Facilitating Role of the Teacher in Asynchronous Online Training and Academic Outcomes: An Exploratory Study; - Pedagogical Models Based on Transversal Digital Competences in Distance Learning: Creation Parameters; - Beliefs and Integration of Digital Resources: a Study with Professors of Health Sciences; - HyFlex: Teaching and Learning in a Hybrid and Flexible Way in Higher Education; - Digital Transformation in Higher Education: The UOC Case; - Analysis of Teaching Methodologies Using Digital Technologies in Higher Education: a Systematic Review; - Microlearning Strategy Design Features in Educational Settings: A Systematic Review; - Design of a Self-Assessment Proposal for the Development of Student Self-Regulation in Higher Education; - The Use of Gamification as a Vehicle for Pedagogic Sharing and Teachers’ Professional Development.
... Głowacki et al. (2018) y Tsymbal (2018) muestran en sus estudios el fuerte efecto positivo del espíritu de compromiso de los estudiantes universitarios con el uso de la gamificación en la enseñanza de ESL. Seaborn y Fels (2015) y Baiden et al. (2022) concluyen en sus trabajos que la gamificación es un enfoque que se está desarrollando para fomentar el compromiso de los usuarios, además de la motivación y disfrute en entornos no lúdicos. ...
El Espacio Europeo de Educación Superior (EEES) establece que el aprendizaje debe estar centrado en el estudiante. Partiendo de este enunciado, el artículo explica cómo la gamificación puede ser una técnica pedagógica que propicie el ansiado cambio en la docencia universitaria hacia donde marca el EEES. Este trabajo presenta el diseño de una metodología de gamificación sencilla y fácil de implementar en un Grado de Ingeniería utilizando Kahoot! como herramienta y su evolución a lo largo de tres cursos académicos. Los resultados indican que los alumnos ven más atractiva la asignatura, aumenta el seguimiento y mejoran sus resultados académicos.
... The decline in students' drawing skills ignited the study "The effect of Gamification on Home Economics Students' Motivation and Engagement in Drawing Activities" by Baiden, et al. (2022). According to the researchers, games cab be utilized to maximize the motivation in drawing skills. ...
Objectives and Main Findings In the article "The impact of a virtual teaching assistant (chatbot) on students' learning in Ghanaian higher education", the authors Essel, et al. (2022) looked at the upsurge usage of chatbot, a virtual teaching assistant that purposefully reply students' question automatically. It was found from the study that comparatively students who used chatbot in their studies performed better academically than their colleagues who sort to rely on their course instructors. Methodology and Results The purpose of the study was to look at the effect of chatbot on students' academic performance in higher education precisely in Ghana. The study employed random sampling technique in the selection of 68 undergraduate students as the sample size. Stratified sampling technique made it possible for the sampled population to be grouped into two. Using the research design of quasi-experimental pretest-posttest and qualitative research design, the data emanated from the research instruments academic achievement test and focus groups gave some interesting revelations among the 34 experimental group and the 34 control group. The study revealed an average score of 81.1 (3.19) among the experimental cohort after the experiment as against 65.2 (3.73) managed by the control group after the experiment in the academic achievement test. There were no assumptions for this study and missing data was not captured as well. The researchers declared no conflicting interest. The quantitative data were clearly presented in tables while the qualitative data were transparently reported in thematic area that in connection to the objectives of the study. The statistical analysis clearly suited the data analysis plan as the study aimed to describe and predict the outcome of chatbot on students' academic performance hence the use of descriptive and predictive statistics.
... This study aims to explore the adoption of new pedagogic activities, strategies and techniques by implementing gamification where teachers are tasked with experimenting on the use of new activities and strategies in their class and score points either through delivering or designing new activities for other teachers to use, or by observing teachers' experimentation and offering feedback. Vlachopoulos and Makri (2017) and Baiden et al. (2022) highlight the motivational benefits of using gamification through technology to embed practices and achieve outcomes in educational organisations. It is used in the context of this study as a method for assessing the efficiency of individual take up of teaching strategies, techniques or activities that are shared through a process of collaborative, observation and reflection. ...
Gamification introduces game mechanics into organizational contexts to improve impacts, outcomes, or staff engagement in an identified area of focus. This action research explores the potential of gamification as a system for the sharing of pedagogic practice in an international secondary school. The study investigates whether a gamified approach can address the identified drawbacks of more traditional out of workplace, leader driven continuing professional development (CPD) workshops by offering an alternative that spreads pedagogic practice through a school. The study uses a 6-week activity encouraging teachers to create, develop, and share their pedagogical practice through live demonstration with an observing peer for critical feedback. Each part of this process scored points to create the gamified elements. The study gained data through fourteen participants, all teachers at the school with a mixture of experience. Participant perceptions on the impact of the gamified process in its success in fostering the sharing of pedagogic practice, fostering collaboration, and acting as an alternative to traditional CPD were gained through the completion of pre-gamification and post-gamification surveys. The findings show positive support for the use of gamification in a school context for increasing pedagogical sharing, enhancing individual teacher’s confidence in their depth and use of different strategies, and that gamification can provide a positive professional development vehicle for schools. It identifies new avenues for further research in the use of gamification for school CPD, and whether gamification should be used to support or replace more traditional CPD practices in schools.
... (Muryanto, 2021) Y Y Y 30. (Baiden et al., 2022) Y Y X 31. (Yurissa et al., 2022 ...
Given the complexity and difficulty of mastering English competencies and skills
required in an English subject, a lack of interest and motivation to learn is a common
issue that affects learning activities and learning outcomes of the students. By using
the Systematic Literature Review (SLR), this study reviews the impact of
gamification on students’ motivation (engagement) in the teaching and learning
process of English as a foreign language. The study collected 30 journal articles as
the data corresponding to three quality assessments: published in the last 5 years or
between 2018-2022, explains the influence of gamification on students' motivation
or students’ engagement, and discusses research on gamification in the setting of
Indonesian school/college students. These articles also need to answer the research
questions on the improvement of gamification score on students'
motivation/engagement and the influence of gamification on students'
motivation/engagement during the class. The systematic review demonstrates that
the application of gamification in learning has a favorable effect on the
improvement of motivation scores and their engagement during the teaching and
learning process. Gamification in education is especially promising due to its ability
to influence students’ behavior in a favorable manner.
