Pemanfaatan Aplikasi Gamifikasi Wordwall Di Era Pandemi Covid-19 Untuk Meningkatkan Proses Pembelajaran Daring

Gamification applications for online learning are something that needs to be socialized at this time, especially during the pandemic to improve the learning process. SDIT Insan Rabbani / Integrated Islamic School (SIT) Insan Rabbani is an Islamic educational institution that is oriented towards character building for its students. To improve the online learning process in this pandemic era, the school wants to use the concept of gamification in the online learning process. Besides that, teachers also want ways to build school learning content that can increase student engagement for online learning, especially during the current pandemic. So the abdimas team provided a solution by offering counseling on the use of gamification using a wordwall. Wordwall was chosen so that teachers can easily understand the concept of gamification and create various quiz/evaluation templates that are owned by wordwall. The expected target is for teachers to understand concepts and use gamification to increase student involvement in the online learning process

First Steps Towards Gamification Of Online Physics And Mathematics Assignments

The objective of this practice paper is to describe and analyse the use of online learning tasks on engineering mathematics and physics courses. The development of learning tasks was inspired by the promising effects of gamification techniques in higher education. Hence, some gamification elements, such as bonus points and immediate feedback were integrated into the learning tasks. Course results and student feedback demonstrate the positive impact of gamification of online learning tasks on students’ motivation and learning. In the end, further possibilities of increasing the number and repertoire of gamification techniques in engineering mathematics and physics courses are discussed

Edu-Smart Learning Management System with Iterative Model and Appreciative Inquiry for Distance Learning

During the COVID-19 pandemic, all learning activities began to be conducted online. Online learning aims to meet educational standards by utilizing information technology to distribute subject matter and enable collaboration between students and teachers. This concept is known as the learning management system (LMS). A solution to support online learning policies is an LMS with hybrid-based gamification features. This article discusses the design of a distance learning LMS with hybrid-based gamification features. Such an LMS is more attractive than other LMS systems because it is equipped with gamification features. Gamification aims to make learning more engaging by incorporating game thinking, game design, and game mechanics into the learning process. This application is a website that has been converted into native code for platforms like iOS and Android and the hybrid application can be accessed easily via a smartphone. Students can be motivated to learn by using gamification in the LMS. Keywords: Edu-smart, LMS, online learnin

Motivation and Learning in an Online Collaborative Project Using Gamification

In 2012, there were 2.9 million students enrolled in graduate degrees and 22% were taking strictly online courses (Kena et al., 2014). Many students are not motivated to participate in collaborative learning experiences in online courses (Dirkx & Smith, 2004). Gamification, the inclusion of game elements in non-game contexts, has been shown to have a positive impact on motivation (Deterding, 2012; Kapp, 2012). Prior work has focused on structural gamification including elements such as points, levels, and badges as extrinsic motivators to traditional course activities. The current study explored content gamification including narrative, role-play, interactivity, and feedback in an online collaborative learning environment. Thirty-nine master’s degree students enrolled in an online educational technology program participated in a six-week, collaborative project as part of their online research methods course. Within two sections of a research methods course, students were randomly assigned to either a collaborative project with no gamification or a collaborative project with gamification. Outcome measures included motivation, learning, and student perceptions. Results were not statistically significant but indicated a trend for increased motivation, higher levels of satisfaction with the collaborative experience, and greater improvement from pre- to posttest scores among those experiencing the gamified treatment. Discussion will focus on considerations for utilizing specific types of gamification in online collaborative projects

Gamification techniques for raising cyber security awareness

Due to the prevalence of online services in modern society, such as internet banking and social media, it is important for users to have an understanding of basic security measures in order to keep themselves safe online. However, users often do not know how to make their online interactions secure, which demonstrates an educational need in this area. Gamification has grown in popularity in recent years and has been used to teach people about a range of subjects. This paper presents an exploratory study investigating the use of gamification techniques to educate average users about password security, with the aim of raising overall security awareness. To explore the impact of such techniques, a role-playing quiz application (RPG) was developed for the Android platform to educate users about password security. Results gained from the work highlightedthat users enjoyed learning via the use of the password application, and felt they benefitted from the inclusion of gamification techniques. Future work seeks to expand the prototype into a full solution, covering a range of security awareness issues

A conceptual framework to implement gamification on online courses of computer programming learning: implementation

Piteira, M., Costa, C. J., & Aparicio, M. (2017). A conceptual framework to implement gamification on online courses of computer programming learning: implementation . In 10th International Conference of Education, Research and Innovation (ICERI2017) (pp. 7022-7031). (ICERI2015 Proceedings). IATED Academy.On the last years, gamification has studient in variuous contexts, such as marketing, health, sports and education. According to literature, gamification integrates "elements of game design in non-game context", with the objective of increasing users' engagement in certain activities. Therefore gamification integration on information systems should follow a formal and clear design process. However, these gamification design processes for specific contexts are not still defined. Thus, based on a literature review the authors proposed in a previously conducted study a framework for the implementation of gamification in online courses of computer programming learning. The framework is composed of the following dimensions: target audience, general goals, learning outcomes, topics, contents, gamification, cognitive absorption, flow, and personality. In the scope of this paper, authors present and describe the implementation of the conceptual framework. In order to achieve the objective, an online course of fundamentals of programming was designed and implemented, based on the previously proposed framework having then been launched a questionnaire to the students who attended the online course. The student's attitudes towards game elements have been identified.authorsversionpublishe

Data analysis and learning analytics for measure effects of gamification in a math online project

Nowadays the use of the information and communication technologies (ICT) is more and more common in the learning and teaching process. Modern forms of education have risen and these require the implementation of new learning paradigms: situated cognition, student-centred learning, distributed cognition, constructivism, and communities of practice, among others. However there is an important problem that concerns educators, the lack of student motivation and engagement in education, especially in the e-learning environment (Online Education, Online Courses), where the motivation and the active role of students are definitely the key. Therefore, the interest of researchers in the subject of gamification, which main pillars are motivation, progressiveness and instant feedback, has increased. Furthermore, influence of gamification, depending on utilized components (challenge, curiosity, competion, recognition, etc) may have different effects on students. Thus, there is a need of deeper understanding of dependencies between engagement and implemented gamification elements. The goal of such analysis could be personalization of an e-learning system based on a model that enables management of gamification process individually for every student. The purpose of this paper is to investigate how gamification affects a Mathematics Online Course that is using this model as a pedagogical strategy. It relates such strategy with active learning practices and discusses its effectiveness, investigating how gamification can motivate students to participate more deeply and even to change their self-concept as learners. Moreover, the learning analytics and data analysis shows that implementation of the gamification components contributes to the engagement of students in an e-learning environment, having a positive impact on the final grade.info:eu-repo/semantics/publishedVersio

Implementation of Gamification on Learning Motivation: A Meta-Analysis Study

This research aims to determine the impact of gamified learning on learning motivation. The research method used in this study is meta-analysis, which involves reviewing and analyzing 8 scientific articles downloaded from the Google Scholar platform. Data were obtained by searching online journal articles using keywords such as gamification and learning motivation. From the conducted search, 19 articles were found, but only 8 of them were relevant for use in the study. Based on the analysis, the use of gamification in education has been proven to increase students' learning motivation, with the lowest increase recorded at 8.33% and the highest at 89.33%. Gamification has a significant influence on students' learning motivation. The concept of gamification can be implemented in educational activities in line with technological advancements. Additionally, game characteristics, such as the presence of challenges, can make learning more engaging and enjoyableThis research aims to determine the impact of gamified learning on learning motivation. The research method used in this study is meta-analysis, which involves reviewing and analyzing 8 scientific articles downloaded from the Google Scholar platform. Data were obtained by searching online journal articles using keywords such as gamification and learning motivation. From the conducted search, 19 articles were found, but only 8 of them were relevant for use in the study. Based on the analysis, the use of gamification in education has been proven to increase students' learning motivation, with the lowest increase recorded at 8.33% and the highest at 89.33%. Gamification has a significant influence on students' learning motivation. The concept of gamification can be implemented in educational activities in line with technological advancements. Additionally, game characteristics, such as the presence of challenges, can make learning more engaging and enjoyabl

A Critique of “Gamification” in Khan Academy

Khan Academy (Kahn Acadamy, 2013) is an informal online learning platform that is adding game elements that participants encounter as they move through curricula. This “gamification”, includes the addition of badges, accomplishment statistics and skill tree visualizations that reflect the completion of different learning task and participation in the online community. In this paper we outline the types of gamification used in Khan academy and reflect on their effectiveness in relation to learning theory and motivation theory

Exploring achievement gamification on online medical quality based on machine learning and empirical analysis

How to improve online medical quality is an important challenge for practitioners of digital health platforms. Gamification creates new opportunities to deal with the problem persistent in online health services. To better understand the role of gamification in online health services context, this study intends to use the research method of machine learning and natural experiment to explore the impact of achievement gamification on online medical quality in online health services, as well as the moderating effects of doctors’ personality and image. Theoretically, this study will expand the application of game strategy in the field of healthcare, and make up for the deficiency of the effects of gamification on online medical quality. Practically, it provides guidance for promoting doctors\u27 online participation behavior, improves the quality of online health services, and suggests ways for optimizing the rational allocation of online health resources