Gamification Method Research Articles

Implementation of Octalysis-Based Gamification Method Cross-Platform For Design of Time Management Application

Time management is an important skill in college. The greater the student's skill in managing his time, the greater the student's academic performance. However, there are students who do not have these skills and almost drop out of college. Therefore, application design and development are carried out.time management using the Octalysis framework gamification method, which is cross-platform-based so it can be accessed anywhere. The application has been completed and has been evaluated by 31 respondents using the Unified Theory of Acceptance and Use of Technology Model (UTAUT), amounting to 83.20%. From the results of this evaluation, it can be concluded that the time management application was well received by students

Visual Art Education Innovative Learning and Teaching Approach in Secondary School

Learning and teaching in the 21st century have undergone tremendous process due to technological impact on the students and their learning process. The main purpose of this study is to review two academic articles regarding the issue and discussion brought about innovative learning in Visual Art Education subjects in secondary schools in Malaysia. In detail, the articles discussed the uses of technology and gamification methods to enhance the teaching and learning of Visual Art Education, particularly within the secondary school context. Therefore, the articles were chosen based on criteria that were published from 2019 until 2021, and the background of the articles covered the study in Malaysia. Contrary to what has often been assumed, the findings demonstrate that creative and innovative approaches are much more beneficial compared to conventional learning and teaching in school, thus bringing upon research centred in innovative learning around gamification that has emerged as a powerful platform for education making it more fun and effective.

Using Kahoot! To Teach Grammar in an ESL Classroom: Pupils’ Perspectives

Gamification method in the education field is the application of game mechanisms in a non-gaming environments like such as classrooms and virtual learning sessions. Gamified learning has attracted attention among educators and learners over the past several years. There are debates and opinions regarding the most suitable approach to teach students in the ESL classrooms and how it will impact students’ level of proficiency. The recent outbreak of COVID-19 has forced schools to be closed thus restricting face-to-face interactions during teaching and learning sessions. Online learning becomes the best option. However, many teachers encounter difficulties in teaching grammar to ESL students effectively. Therefore, students’ perception on the use of Kahoot! to teach grammar will be surveyed to determine the impact of gamification method towards learning. This study will employ survey research design and a questionnaire will be distributed among 70 Year 5 and year 6 pupils studying in a semi-rural school in Tatau, Sarawak. The questionnaire consists of 25 items which was adapted from a similar study conducted by Bicen and Kocakoyun (2018). The survey will be conducted using both online and offline method. The participating students have low to average level of proficiency. The results of this study will be used to determine students’ perception towards the use of Kahoot! application in the grammar teaching. Apart from that, the findings of this study will benefit ESL teachers and help them to design more suitable teaching and learning activities to increase students’ understanding and motivate them in learning.

Gamification in the educational process of higher education institutions

The article theoretically reveals the content of the terminological apparatus of gamification. The purpose of the article is the need to introduce and study the most effective ways of introducing gamification into the educational process of higher educational institutions for the preparation of a competitive young generation. The methodological concept reflects the relationship and interaction of the use of gamification methods in the educational process of higher education institutions, in particular the use of various components (motivational, meaningful, active, and reflective components). The results show the main directions of influence and structural elements of gamification; the main areas of influence of gamification on the educational environment are clarified; six steps of game mechanisms for introducing gamification into the educational space are described; the importance of implementation, negative manifestations of gamification for the educational process are shown, and the main aspects of gamification are revealed. The most effective features of gamification for students of higher education are listed and examples of Internet projects using gamification in the educational space are given. The introduction of gamification methods through the use of models is substantiated. An experimental study was conducted to check the formation of professional competence in future specialists by providing an educational gamified system in higher education institutions.

The effectiveness of badging systems in engaging, motivating, and incentivizing students in the mastery of nursing licensure materials.

Integrating gamification methods into undergraduate nursing programs has prepared students to pass the nursing comprehensive predictor test and the licensure examination. Research demonstrates that the motivational factors of game elements like badging and leaderboards are of great value and utility to student engagement and motivation. The badges symbolize achievement, authority, and belonging, whereas leaderboards rank students based on different levels of course engagement. This paper explores the benefits, challenges, and strategies of incorporating digital badges and leaderboards in the undergraduate program. Immersion courses preparing students for professional practice are usually one of the last didactic courses offered in the undergraduate curriculum, designed to integrate all knowledge gained from the nursing program. The digital badging system can encourage nurse educators globally to engage, motivate, and power students to achieve professional goals. Furthermore, nursing programs worldwide can benefit from adding digital badges and leaderboards to final semester preparatory courses or any nursing course with the same emphasis. Digital badges and leaderboards engage and motivate students to integrate knowledge and skills learned in the nursing program and successfully master nurse licensure materials.

English Game Website-Based Development for Fifth Grade Elementary School Students in First Semester

Human life has entered the era of the Industrial Revolution 4.0, where technology plays an important role in human life. Likewise, teaching and learning activities are currently being collaborated with technology. However, in practice, many schools still tend to use conventional methods in teaching. Conventional methods This makes students tend to feel bored in participating in learning. Many learning methods have been developed which are considered effective in increasing student enthusiasm for learning. One of the effective, interactive, innovative, and attractive methods for students that can be used is the gamification method. This study aims to develop learning media in digital games for elementary school students learning English. The Design and Development (D&D) methodology and the ADDIE development model were used in this study. The subjects in this study were five fifth-grade elementary school students. Data collection methods in research are observation, interviews, and questionnaires. Furthermore, data analysis was carried out using descriptive qualitative and quantitative descriptive methods. The data obtained are (1) the results of the design and development of learning media using the ADDIE model (analysis, design, development, implementation, and evaluation). (2) results of product effectiveness and validity data from expert judgment, teachers, and users (students). Based on the results of expert judges, website game-based learning English media products are considered very valid as English learning media. Likewise, the English teacher and five fifth-grade students considered games very effective as learning media to increase learning motivation.

Evaluation of the MMCT App Based on the Octalysis Gamification Framework

Gamification has tremendous popularity among the various domains such as e-learning, business, and healthcare. It is well documented that many applications are being developed to assist the patients to modify their behavior and most of them are designed to engage and motivate users to increase adherence, using gamified techniques. However, academic research and management pay little attention to the challenges of developing, implementing, managing, and maximizing gamification methods. In this research work we have presented a medication management application based on a gamification concept that provides reminder tools for patients who have difficulty in remembering their regimen. Currently, we have evaluated the efficiency of the platform in support of the motivating and engaging application of mHealth (MMCT) based on the Octalysis Gamification Framework. The latter contains several elements of the game design that can be used to enhance their experience as required in each stage of the player’s journey. We conclude by discussing the following section on gamification in addition to the guidelines for further development of the Octalysis method.

Enhancing triage accuracy in emergency nurses: The impact of a game-based triage educational app

IntroductionDigital technology has enabled gamification methods to enhance triage education, reflecting an evolving healthcare landscape. ObjectiveTo evaluate the effectiveness of a Gamification Triage Education App (GTEA) as a learning tool for emergency nurses, with a focus on creating an engaging and educationally effective platform for triage training. MethodThe GTEA was developed using no-code based software and expanded upon previous iterations, with added features such as points, rankings, instant feedback, and quest-based stories. From December 2021 to March 2022, 27 emergency room nurses from three hospitals in Korea were instructed to use GTEA for 100 min over the course of a week. The effects were measured before and after the intervention. ResultsThe results demonstrated a significant increase in triage accuracy from 4.3 ± 2.00 to 5.33 ± 1.47 (t = −2.18, p = 0.039), along with a substantial reduction in overtriage (t = 3.11, p = 0.004). Additionally, increases in critical thinking disposition, triage competency, and triage knowledge were observed (t = −3.11, p = 0.004; t = −2.72, p = 0.011; t = −3.14, p = 0.004, respectively). ConclusionsThe findings provide robust evidence for the effectiveness of gamification in triage training within emergency nursing.

Gamification: Meningkatkan Motivasi Belajar Siswa Di Sekolah Dasar

Gamification system-based learning is a learning method that uses game elements and game thinking in a non-game environment to improve student behavior and engagement in the learning process. The concept of gamification in learning minimizes lectures by teachers about the material, and emphasizes interactivity and student involvement in learning. This research uses the literature review method to comprehensively analyze articles published from 2020 to 2023, of course with several specifications determined and 4 articles selected. The results of this research state that the gamification method is very effective and appropriate for increasing student learning motivation, because in implementing gamification students are required to be active during the learning process and also present interactive material.

GAMIFICATION OF EDUCATION IN ELEMENTARY SCHOOL IN DISTANCE LEARNING

The use of gamification in elementary school is a modern approach aimed at improving learning and increasing students' interest in the learning process. This approach makes it possible to improve the effectiveness of education, involve students in active participation and develop various important skills. Due to the use of modern technologies and changing approaches to education, gamification has become a powerful tool for stimulating the learning process in elementary school. This article examines methodological aspects of using gamification in the educational process of elementary school students. Considering the growing interest in the use of game elements in education, special attention is paid to the analysis of various methods and approaches to the implementation of gamification in the educational process. Strategies for developing gamified lessons, selecting appropriate game elements and integrating them into the curriculum to achieve optimal results are considered. The importance of a methodical approach to the introduction of gamification into the educational process of elementary school is analyzed in order to optimize the quality of education and attract students to active participation in educational activities. Theoretical sources from the pedagogical and psychological fields, as well as practical research on the use of gamification in education, are considered. The online platforms Matific, Learning.ua, Math Learning service, Smart Kids project and «Child Development» were used for the analysis. These tools allow students to be actively involved in learning, adapt the material to their needs, overcome geographical barriers and ensure more effective learning. When choosing educational services, elementary school teachers should take into account the age and development of children, as well as the coherence of the curriculum and values to ensure successful learning and development of students. The main requirements for the implementation of methodological aspects of gamification of the educational process of elementary school include: 1) clear identification of optimal strategies and methods of gamification, as well as 2) development of recommendations for teachers regarding their practical application in the educational process. Teachers can use the findings to create interesting and effective lessons, which contribute to the active involvement of students in the learning process and improve their learning results. In general, we note that the popularity of games among students is explained not only by the very fact of their existence, but also by the satisfaction of the game process itself, the quick feedback and the satisfaction of solving tasks. This can significantly increase the effectiveness of learning and the involvement of students in gaining new knowledge.

Impact of Gamification on Undergraduate Physiotherapy and Occupational Therapy Pedagogy: A Comprehensive Review and Quality Analysis using MERSQI

Introduction: In the realms of physiotherapy and occupational therapy pedagogy, a notable shift towards student-centered approaches has been witnessed, with gamification emerging as a pivotal tool for fostering teaching methodology and motivating learners. This study helped to explore innovative educational gamification methods and assessed the quality of the evidence which could help in incorporating this approach in undergraduate teaching. Aim: To evaluate the impact of gamification on undergraduate pedagogy in physiotherapy and occupational therapy. Additionally, it aimed to analyse the quality of evidence of research using the Medical Education Research Study Quality Instrument (MERSQI) scale. Materials and Methods: Employing a systematic approach, a thorough search was conducted across various electronic databases including Google Scholar, PubMed, Science Direct, etc. The search strategy used a combination of keywords like: “gamification”, “physiotherapy”, etc. Quality of evidence was assessed using the MERSQI scale. A total of 679 articles were screened, ultimately leading to the inclusion of 12 studies. Results: The review included 12 Studies with 1348 Students of UG programs. Quality assessment, measured via the MERSQI scale, yielded scores ranging from 8 to 13.5 out of 18. Key gamification strategies such as Kahoot! and Escape Room puzzles were observed to significantly enhance active learning, bolster retention rates and foster critical problem-solving skills among students. Conclusion: It was found that gamification had a positive impact on the motivation, learning outcomes, and professional development of students and holds immense potential for revolutionising pedagogical practices and fostering a dynamic and engaging learning environment.

The Role and Potential of Artificial Intelligence and Gamification in Education: The Example of Vakıf Participation Bank

The radical changes brought about by technological advances in education transform and enrich learning experiences by going beyond traditional education methods. Artificial intelligence technologies have the potential to offer personalized educational experiences according to students' individual learning speeds, priorities, and needs. The gamification method makes learning more fun and interesting and increases students' motivation, and gamification components such as competition, cooperation, and reward allow students to learn more deeply. The combined use of artificial intelligence and gamification has the potential to provide students with a more effective, engaging, and personalized educational experience and will continue to shape changes in education in the future. This study aims to examine the role, potential, and effects of artificial intelligence (AI) and gamification, two innovative approaches in education. Through the example of Vakıf Participation Bank, the impact of the gamification method used in performance monitoring and internal communication on the internal communication, behavioral psychology, job performance, and training of the organization's employees is highlighted. With this study, it is thought that the use of gamification methods in internal communication, employee performance management, and training methods will benefit organizations by shedding light on their work in these areas.

Játékosítás a kémia oktatásban

Understanding phenomena and concepts is very important for the development of scientific thinking. One of the most critical problems in science education is that teaching and learning these concepts is often difficult for students, who are left without a sense of achievement. For this reason, the integration of gamification into science education has increased significantly. The aim of gamification is to provide motivational support and to promote the activities necessary for science education. The research was carried out on students in two seventh grade classes on the topic of environmental awareness. Pre- and post-tests were used to measure the effectiveness of gamification compared to traditional teaching, with one class forming the experimental group and the other the control group. Teaching with the traditional method differed from the gamification method only in the elements of gamification, the same knowledge was discussed for both classes. Among the gamification elements, we used the frame story, it was possible to obtain badges after completing the tasks. The final goal was to solve a crossword puzzle. When evaluating the results of the surveys, it became clear that the experimental group was more motivated by the gamification method and in this way resulted a more thorough acquisition of knowledge.

Effects of a gamification proposal in the physical education class on motor development in 3rd and 4th grade students at a private school in Valparaíso—Chile

As a result of the pandemic caused by the coronavirus, the performance of mass physical activities and face-to-face classes have considerably decreased in the spaces for the stimulation of motor development and, consequently, the levels of physical activity in the school population. The objective of this article is to determinate the effect of the implementation of a physical-educational intervention based on gamification in specific and compound motor skills in schoolchildren. The study involved 25 students from a private school of Valparaíso, Chile (12 women and 13 men from third and fourth grade). The test of Gross Motor Development Second Edition (TGMD-2) was applied to measure motor development level on students. As a function of the 12-week intervention, motor development was improved according to the Wilcoxon test with a significance of p = 0.019 in locomotion, p = 0.013 in manipulation and p = 0.006 in total motor development. Based on the results, it was concluded that a 12-week intervention based on the gamification method can improve the motor development of students in this age range.

Научно-методические основы подготовки преподавателей к взаимодействию с обучающимися с инвалидностью, приобретенной в процессе боевых действий и специальных военных операций

<p>The article analyzes modern approaches to adult education in the context of preparing teachers to interact with students with disabilities acquired during combat and special military operations. Existing research and teaching methods for people with disabilities do not take into account the specifics of this population. We describied the socio-psychological characteristics of persons with disabilities , affecting the possibilities of adaptation and retraining. We formulated the main areas of necessary changes in educational practice: the formation of motivation for retraining, the creation of a friendly educational environment, the adaptation of the educational process to psychological characteristics of the students and their special educational needs. Emphasis is placed on the methodological aspects of organizing the interaction of teachers and students in the process of professional preparation: the use of pedagogical screening, digital technologies, the gamification method, and the universal design of educational and methodological materials.</p>

Students’ Perceptions of a Gamification in Higher Education

The goal of the current study is to explore higher education students’ perceptions at Taibah University in Saudi Arabia about integrating a gamification approach into their classes. The descriptive technique was employed by the researcher since it was the most suitable scientific approach. An online survey with 35 questions was distributed to the students via email. The total number of students in the target population was 201. A total of 86 students submitted responses, resulting in a response rate of 43%. The Statistical Package for Social Sciences (SPSS) was used to analyze the data obtained and accomplish the study's objectives. The results showed positive perceptions toward the use of gamification among higher education students at Taibah University. The study also showed that there was a significant difference in integrating the gamification approach between students in the College of Law and the College of Business Administration in favor of Low college. This study recommeneds encourging the faculty members to adopt gamification methods in all their classes to help students easily recall the information and to help them get engaeged with lesson. Further studies need to be conducted to investigate the relationship between students’ personal characteristics (age, gender, and school year) and their perspectives about adopting a gamification approach. The findings of this study indicate that further studies at the colleges of Business Administration need to be conducted to get faculty members and students’ perspectives about adopting a gamification approach.

Gamifikasi dalam Pengajaran Bahasa Inggris dengan Menggunakan Platform Genially

Genially is one of the educational tools that advocates interactive visual communication. Genially serves as a comprehensive online platform where teachers can create captivating presentations, interactive graphics, infographics, gamification, quizzes, breakouts, portfolios, and more, enriching them with interactivity and animation effects within seconds. The objective of this workshop's research is to identify students' perceptions of the impact of the gamification teaching method using the Genially platform and to engage and enhance students' interest in the field of education through ELT (English Language Teaching). In this study, various findings related to the respondents' views on the gamification approach in teaching English using the Genially platform were discovered. The results indicate that the gamification approach through the Genially platform receives a positive response from participants regarding the English learning process, particularly including students' interest and motivation in learning English. This research is expected to serve as innovation, inspiration, and evaluation for educators and students in its implementation within English language teaching and learning through gamification methods using the Genially platform, involving various other instruments in the future.

Using gamification to stimulate employee innovation

In today's global economy, marked by intense competition, fast-evolving technology, shifting political dynamics, and ever-changing consumer tastes, innovation is crucial. It's not only a major driver for the prolonged success of organizations but also an essential requirement for their sustainable growth. However, despite the widely accepted understanding of the importance of innovation, stimulating innovative activity at the individual employee level often faces a range of organizational and psychological barriers, making this task quite complex and multifaceted. In this regard, this article conducts an in-depth analysis of gamification as an innovative and promising approach to stimulating employee innovative activity. The article explores four main strategies of gamification from the perspective of economic theories and management principles: methods based on incentives; methods focusing on competition; approaches that emphasize identity; and methods centered on recognition and feedback. For each of these methods, their advantages, limitations, and examples of real-world application in leading companies across various industries are presented. Additionally, the article emphasizes the strategic importance of investing in corporate education. The importance is emphasized that such investments not only enhance the skills of employees but also lay the groundwork for a culture of innovation. This culture, in turn, establishes the organization's long-term competitive advantages. The article proposes a comprehensive, flexible, and adaptive approach to the selection and application of gamification methods. This approach can be individualized and adapted in accordance with the corporate culture, strategic goals, and available resources of each specific organization, making it the most effective tool for stimulating innovation in the workplace.

Microsoft Excel Learning Application Design with Android Based using Gamification Method

Microsoft excel is software can support performance in data processing, microsoft excel provides formulas and function that can be used to facilitate perfomance in data processing. Utilization of microsoft excel can be used in every day life in business and educational activities. Microsoft excel can perform arithmetic calculation, so can simplifying the assessment results and as an alternative that can provide maximum results. The purpose of this research is design and build a microsoft excel learning application with the gamification method to increase behavioral intention to use and immersion in the learning process to provide an alternative learning process in learning formulas and functions in microsoft excel. The method used in this study was designed and built with the gamification method using the six steps to gamification framework developed by Kevin Werbach in 2016. The results of this learning application have been evaluated by 32 respondents by filling out a survey based on the Hedonic Motivation System Adoption Model. From the survey, 77.5% were obtained for the behavioral intention to use aspect and 64.53% were obtained for the immersion aspect. The conclusion of this study in implementing gamification using the six steps to gamification framework states that they agree with evidence of 77.5% for the behavioral intention to use aspect and 64.53% for the immersion aspect.

Metaverse: Innovation in Teaching Methods and Game Design for Teenagers' Second Language

Metaverse is based on reality and beyond reality.Its popularity has made many people understand the world of virtual reality.Neal stephenson (American writer)described that everyone in the Metaverse has a dual identity, and ontology can exist in the parallel world of the real world and the network at the same time.If the current Internet is regarded as a two-dimensional world, then the Metaverse can be regarded as a three-dimensional world that exists in parallel.If can let second language learners enter the Metaverse, and rely on AI (artificial intelligence), VR (virtual reality) , and MR (mixed reality) to obtain a better environment experience of language learning and social language application,to solve the barriers of language learning, combine teaching with fun, and combine learning with fun. Learn from the relaxed and virtual real world, deepen learning, and apply emotion and language cultural motivation to the design of learning games,It is not only the innovation and improvement of second language classroom teaching methods, but also the perfect integration of second language learning and modern high-tech technology, and the complex international Chinese teaching is presented in a popular gamification method, which is more conducive to improving the teaching quality of second language learning.