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Journal ArticleDOI

Questionify: Gamification in Education

TL;DR: An educational application called Questionify is proposed that implements the gamification elements and allow users to collect points, gain achievements, increase motivation and engagement towards students’ coursework in Software Engineering subject.
Abstract: In the education industry, lecturers are finding ways to improve students’ concentrations and grades by using smart devices to track students’ assignment or tutorial progress. One of the few possible and attractive solution is by using the gamification technique. This paper proposes an educational application called Questionify that implements the gamification elements and allow users to collect points, gain achievements, increase motivation and engagement towards students’ coursework in Software Engineering subject. Questionify is developed using C# and Java language has been evaluated using questionnaire among 24 respondents. The findings showed that the respondents believe that gamification can do better in education as compare to the traditional method of teaching the students. In the future, this gamification approach will be tested on more technical subjects such as programming and networking subjects to help students engage in a different learning approach.
Citations
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Journal ArticleDOI
TL;DR: In this article, the authors explore the student's perception of gamified assessment followed by their verdict, acquire the strength and weakness points of the existing implementation, and find that there are needs for gamification assessment for an engaging learning experience.
Abstract: Gamification described as the use of game elements for purposes beyond games. As an extension of that, gamified assessment is defined as the use of gamification for assessment purposes. However, the traditional method of assessment remains the standard for student performance assessment, and this raises two assumptions. First, the current gamification implementation is still in its infancy. Thus, it is still unappealing enough for practical use. Second, there is a lack of study that brings forward the desire to have gamification implemented in the assessment. Hence, this study intends to explore the student’s perception of gamified assessment followed by their verdict, acquire the strength and weakness points of the existing implementation. In total, 86 students across several universities in Malaysia involved in this study. The present study implemented standard descriptive statistical methods for analyzing the data. The findings showed that there are needs for gamified assessment for an engaging learning experience. Besides, the results showed one of the earlier presumptions, which is the lack of study that points toward the student’s desire to have a gamified assessment. Keenly, the results of the study will emphasize the need for developing a rigorous gamified assessment model as a guideline to develop an application that engaging learning experience.

6 citations


Cites background from "Questionify: Gamification in Educat..."

  • ...Moreover, PowerPoint slides are overused and often overloaded with information making it repulsive [26]....

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Journal ArticleDOI
TL;DR: A comprehensive overview of the current state of gamification in online learning in higher education can be found in this paper , where the authors explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in online higher education.
Abstract: Abstract In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

5 citations

Journal ArticleDOI
01 Mar 2021
TL;DR: In this paper, a mixed method of teaching tenses in English grammar is introduced, which focuses on increasing motivation, performance, and developing a competitive mentality among students in an informal cooperative learning group.
Abstract: English is an international language that dominates in almost every sector of human activity. Despite learning English as a foreign language from elementary school, Indonesian students still face difficulties in speaking and writing correct English even during their higher levels of education. Researchers claim that traditional English teaching methods have failed to motivate students to keep constant attention. As a result of less engagement in the learning process at an early stage, students end up facing understanding issues. This study aims to introduce a mixed method of teaching tenses in English grammar. This combined teaching approach focuses on increasing motivation, performance, and developing a competitive mentality among students. The method applied is using smart multimedia along with gamification in an informal cooperative learning group. The findings indicated that using gamification and smart multimedia in an informal cooperative learning group increases student performance, motivation, and gives satisfaction to students in the learning process.

4 citations

Book ChapterDOI
01 Jan 2020
TL;DR: In this article, the authors examined the extent of gamification research in the developing country context and provided real-world examples of gamified systems outcomes from developing countries, including agriculture, education, business, health, and other domains.
Abstract: Despite advances in information technology, studies suggest that there is little knowledge of how developing countries are applying gamification in agriculture, education, business, health, and other domains. Thus, from a systematic review, this chapter examines the extent of gamification research in the developing country context. In this chapter, 56 articles were reviewed, and the search was done in the Scopus database. This chapter explains the idea of game design elements in information systems and provides real-world examples of gamified systems outcomes from developing countries. The authors conclude with directions for future research to extend our knowledge of gamification and advance the existing methodologies, domains, and theories.

2 citations

Journal ArticleDOI
TL;DR: In this paper, a character growth game with the concept of gamification in education that is able to track and reward student attendance called PetAttendToClass is proposed to resolve the issue of low student attendance.
Abstract: New generation of students has high dependence on technology and embrace social learning environments that have low barrier to access. This means in-class lectures are not popular anymore, and in fact has become a burden for them to cope. To resolve the issue of low student attendance, this paper proposes a character growth game with the concept of gamification in education that is able to track and reward student attendance called PetAttendToClass. PetAttendToClass is a client-based system developed using C# and unity3D game engine. Although finding from the UAT session revealed that some users believed that attendance is the responsibility of the student, gamification is meant to turn this mundane responsibility into something motivative, interactive and interesting. It is hoped that by gamifying the class attendance, student will be motivated to attend their daily classes.

2 citations


Cites background from "Questionify: Gamification in Educat..."

  • ...In their paper [9] explain the concept of gamification boost the students engagement is class activities....

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References
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Journal ArticleDOI
TL;DR: It is concluded that PowerPoint can be beneficial, but material that is not pertinent to the presentation can be harmful to students' learning.
Abstract: We investigated whether students liked and learned more from PowerPoint presentations than from overhead transparencies. Students were exposed to lectures supported by transparencies and two different types of PowerPoint presentations. At the end of the semester, students preferred PowerPoint presentations but this preference was not found on ratings taken immediately after the lectures. Students performed worse on quizzes when PowerPoint presentations included non-text items such as pictures and sound effects. A second study further examined these findings. In this study participants were shown PowerPoint slides that contained only text, contained text and a relevant picture, and contained text with a picture that was not relevant. Students performed worse on recall and recognition tasks and had greater dislike for slides with pictures that were not relevant. We conclude that PowerPoint can be beneficial, but material that is not pertinent to the presentation can be harmful to students' learning.

398 citations


"Questionify: Gamification in Educat..." refers background in this paper

  • ...The iterative situation of lecturers reading plainly from slides as a teaching method has eventfully dragged down the lively studying environment [1]....

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Proceedings Article
02 Jun 2005
TL;DR: How games can act as effective learning environments by integrating reflection into the process of play, producing an endogenous learning experience that is intrinsically motivating is explained.
Abstract: As new technologies enable increasingly sophisticated game experiences, the potential for the integration of games and learning becomes ever more significant. Motivation has long been considered as an important step in learning. Researchers suggest Csikszentmihalyi’s Flow Theory as a method for understanding and implementing motivation. This bears significance since games foster play, which produces a state of flow, which increases motivation, which supports the learning process. However, this relationship is not as straightforward as it first seems. Research also shows that reflection is an important part of the learning process and while in the state of flow, players rarely reflect on the learning that is taking place. This paper explains how games can act as effective learning environments by integrating reflection into the process of play, producing an endogenous learning experience that is intrinsically motivating.

182 citations


"Questionify: Gamification in Educat..." refers background in this paper

  • ...Gamification is the concept of applying game mechanisms and game design techniques to suit certain environment, whether in education or at work place, in order to engage and motivate people to achieve their personal goals [4]....

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Proceedings ArticleDOI
01 Jun 2000
TL;DR: The SESAM project which focuses on software engineering education using simulation, a new simulation model, the so called QA model, is introduced and the model behavior is demonstrated by investigating and comparing different strategies for software development.
Abstract: Simulation is frequently used for training in many application areas like aviation and economics, but not in software engineering. We present the SESAM project which focuses on software engineering education using simulation. In the SESAM project a simulator was developed. Using this simulator, a student can take the role of a software project manager. The simulated software project can be finished within a couple of hours because it is simulated in “quick-motion” mode.In this paper, the background and goals of the SESAM project are presented. A new simulation model, the so called QA model, is introduced. The model behavior is demonstrated by investigating and comparing different strategies for software development. The results of experiments based on the QA model are reported. Finally, conclusions are drawn from the experiments and future work is outlined.

160 citations


"Questionify: Gamification in Educat..." refers background in this paper

  • ...The market has seen a number of educational gamebased Software Engineering (SE) applications in various fields such as project management (SimSE, SESAM, SimJavaSP) and computer programming (Enki)....

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  • ...SESAM [10], on the other hand compresses the time scale of a typical software project which normally ranges from months to a year into a couple of hours....

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  • ...SESAM is dealing more with team management as players can hire or fire employees and assign tasks to them....

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Journal ArticleDOI
Allan Jones1
TL;DR: The use of PowerPoint for teaching presentations has considerable potential for encouraging more professional presentations as discussed by the authors, and the advantages and disadvantages associated with its use in a teaching and learning context and suggests some guidelines and pedagogical strategies that need to be considered where it is to be used.
Abstract: The use of PowerPoint for teaching presentations has considerable potential for encouraging more professional presentations This paper reviews the advantages and disadvantages associated with its use in a teaching and learning context and suggests some guidelines and pedagogical strategies that need to be considered where it is to be used It summarises some of the key principles of presentation that are frequently ignored and suggests some of the approaches that need to be incorporated into good practice in Life Science teaching and learning Its use is often limited to an information transmission mode and this paper emphasises that this is a very restricted pedagogical use of a very powerful and flexible teaching and learning support tool

82 citations


"Questionify: Gamification in Educat..." refers background in this paper

  • ...Research has also shown that when lecturers insert too much information and speed up the process during slide presentation, students are more demotivated to study as they are unable to keep up with the lecturer’s pace [2, 3]....

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Proceedings ArticleDOI
28 Jun 2004

79 citations


"Questionify: Gamification in Educat..." refers background in this paper

  • ...SimSE involves real-world components that are not present in typical class projects, such as large teams of people, multiple stakeholders, budgets, planning, unexpected events and personal issues [9]....

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