Abstract
This research measures the effect of gamification on learners’ academic performance, investigate their self-directed learning level within an online gamification learning environment and identify the relationship between learners self-directed learning level and their gamification learning experience. Pre-experimental research (single group) was carried out for a duration of 5 weeks among a group of 29 undergraduate year 2 learners from a non-major computer science course undertaking basic programming language subject. The learners SDL and knowledge on the subject was measured with a questionnaire and assessment test before and after the gamification learning intervention. A gamification experience questionnaire was used to evaluate their gamification learning experience after the intervention. The learning environment was infused with gamification in the form of competition to earn points, leaderboard ranks and python programmer badge. The learner’s academic performance has significantly improved (p=0.000 < 0.05) after the gamification injection. Leaners self-directed learning level also increased and there is a significant difference before (M=3.59) and after (M=4.22) the gamification strategy (p=0.000 < 0.05) imposed. Self-management, motivation and self-monitoring were all at high level with significance before and after (p=0.000 < 0.05) the gamified learning activities. Overall, the gamification strategy used in the online learning environment shows a positive influence to support learner’s self-directed learning.
Highlights
The growth of online learning via the expansion of information and communication technology (ICT) provides the flexibility and self-directed learning among learners suiting their learning methods, which cater the face-to-face learning but integrates online lessons and game-based elements in teaching and learning
Online learning has a lot of potentials to transform the learning process in higher education
As attending online classes is economical for learners and does not have to be physically present in class, learners' motivation and self-determination to complete the learning process are within their hands
Summary
The growth of online learning via the expansion of information and communication technology (ICT) provides the flexibility and self-directed learning among learners suiting their learning methods, which cater the face-to-face learning but integrates online lessons and game-based elements in teaching and learning. With the advert technological learning tools availability, learners can directly engage in gaining knowledge themselves rather than attending face-to-face classes alone. In an online learning environment, self-directed learning (SDL) is essential for learners to independently guide themselves in obtaining knowledge as well enable them to develop their understanding to unravel problems in their learning. These learners usually participate actively in learning resources, learning activities, and setting goals in their learning process. The learners find difficulties in retaining their self-directness throughout the learning process in an online learning environment
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