Gamification as a Strategy to Improve Student Learning Motivation : Preparing Student for 21st Century

 
 
 
  • Abstract
  • Keywords
  • References
  • PDF
  • Abstract


    The development of digital technology is so fast where human beings cannot be separated from electronic devices. Technology has been used to help doing the task and work easily. The important role of technology is what brings human to civilization in the 21st century. To prepare students, we try to create new research related to gamification based learning that basically can be done anytime and anywhere. It is useful to improve the spirit and sense of fun in learning, so that students who have high learning motivation have a lot of energy to carry out learning activities and can obtain high learning outcomes. The use of gamification based learning strategy brings significant differences compared with conventional learning strategies in term of learning outcomes. There are differences in learning outcomes between groups of students who have high learning motivation and groups of students who have low learning motivation

     

     


  • Keywords


    Gamification; Strategy; Learning Motivation; 21st Century

  • References


      [1] R. P. Corcoran, “Preparing Principals to Improve Student Achievement,” Child Youth Care Forum, vol. 46, no. 5, pp. 769–781, 2017.

      [2] Abdul Rahman and Ansari S. Ahmar, “Relationship between learning styles and learning achievement in mathematics based on genders,” World Trans. Eng. Technol. Educ., vol. 15, no. 1, pp. 74–77, 2017.

      [3] N. Arsyad, A. Rahman, and A. S. Ahmar, “Developing a self-learning model based on open-ended questions to increase the students’ creativity in calculus,” Glob. J. Eng. Educ., vol. 19, no. 2, pp. 143–147, 2017.

      [4] A. Rahman, A. S. Ahmar, and Rusli, “The influence of cooperative learning models on learning outcomes based on students’ learning styles,” World Trans. Eng. Technol. Educ., vol. 14, no. 3, pp. 425–430, 2016.

      [5] A. Rahman, U. Mulbar, and A. S. Ahmar, “Development of Web-based Logical Thinking Abilities and Android as an Alternative Solution for Research Instruments,” J. Phys. Conf. Ser., vol. 1028, no. 1, p. 012168, 2018.

      [6] A. Rahman et al., “The Implementation of APIQ Creative Mathematics Game Method in the Subject Matter of Greatest Common Factor and Least Common Multiple in Elementary School,” J. Phys. Conf. Ser., vol. 954, no. 1, 2018.

      [7] M. Rais, F. Aryani, and A. S. Ahmar, “The influence of the inquiry learning model and learning style on the drawing technique of students,” Glob. J. Eng. Educ., vol. 20, no. 1, 2018.

      [8] U. Mulbar, A. Rahman, and A. S. Ahmar, “Analysis of the ability in mathematical problem-solving based on SOLO taxonomy and cognitive style,” World Trans. Eng. Technol. Educ., vol. 15, no. 1, pp. 68–73, 2017.

      [9] A. S. Ahmar and A. Rahman, “Development of teaching material using an Android,” Glob. J. Eng. Educ., vol. 19, no. 1, pp. 72–76, 2017.

      [10] W. A. Nelson, “Gagné and the new technologies of instruction,” Leg. Robert M. Gagné. New York Syracuse Univ., 2000.

      [11] R. M. Gagne, “The content analysis of subject-matter a dialogue between Robert M. Gagné and M. David Merrill,” Instr. Sci., vol. 5, no. 1, pp. 1–28, 1976.

      [12] J. Bransford, R. Sherwood, N. Vye, and J. Rieser, “Teaching thinking and problem solving: Research foundations.,” Am. Psychol., vol. 41, no. 10, p. 1078, 1986.

      [13] P. J. Shea, A. M. Pickett, and W. E. Pelz, “A follow-up investigation of ‘teaching presence’ in the SUNY Learning Network,” J. Asynchronous Learn. Networks, vol. 7, no. 2, pp. 61–80, 2003.

      [14] J. J. Lee and J. Hammer, “Gamification in education: What, how, why bother?,” Acad. Exch. Q., vol. 15, no. 2, p. 146, 2011.

      [15] J. Simões, R. D. Redondo, and A. F. Vilas, “A social gamification framework for a K-6 learning platform,” Comput. Human Behav., vol. 29, no. 2, pp. 345–353, 2013.

      [16] K. M. Kapp, The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons, 2012.

      [17] S. Rahayu, N. Ulfatin, B. B. Wiyono, A. Imron, and M. B. N. Wajdi, “The Professional Competency Teachers Mediate the Influence of Teacher Innovation and Emotional Intelligence on School Security,” J. Soc. Stud. Educ. Res., vol. 9, no. 2, pp. 210–227, 2018.

      [18] I. Glover, “Play as you learn: gamification as a technique for motivating learners,” 2013.

      [19] I. Hitipeuw, “Belajar dan Pembelajaran,” Malang Fak. Ilmu Pendidik. Univ. Negeri Malang, 2009.

      [20] R. E. Slavin and N. Davis, “Educational psychology: Theory and practice,” 2006.

      [21] T. M. T. Soh, N. M. Arsad, and K. Osman, “The relationship of 21st century skills on students’ attitude and perception towards physics,” Procedia-Social Behav. Sci., vol. 7, pp. 546–554, 2010.

      [22] I. P. S. Sidi and B. N. Setiadi, “Manusia Indonesia Abad 21 yang Berkualitas Tinggi Ditinjau dari Sudut Pandang Psikologi,” Diakses dari Web http/lwww. himpsi. org., pada tanggal, pp. 1–2, 2007.

      [23] N. Barokati, N. Wajdi, and M. Barid, “Application Design Library With gamification concept,” J. Lentera Kaji. Keagamaan, Keilmuan dan Teknol., vol. 3, no. 1, pp. 93–102, 2017.

      [24] N. Barokati and F. Annas, “Pengembangan Pembelajaran Berbasis Blended Learning pada Mata Kuliah Pemrograman Komputer (Studi Kasus: UNISDA Lamongan),” SISFO Vol 4 No 5, vol. 4, 2013.


 

View

Download

Article ID: 14699
 
DOI: 10.14419/ijet.v7i2.12.14699




Copyright © 2012-2015 Science Publishing Corporation Inc. All rights reserved.