Is Gamification a Magic Tool?: Illusion, Remedy, and Future Opportunities in Enhancing Learning Outcomes during and beyond the COVID-19

Hiroko Oe, Takuji Takemoto, Muhammad Ridwan

Abstract


Gamification in education has been discussed with potential for further implementation at universities; however, practical suggestions concerning which key issues educators need to consider has far not been shared in academia. This study applied a qualitative approach using interview data with 24 students who participated in the business class with games as learning measures. It has found that most of them believed that gamification could be useful in reinforcing key themes and topics after having learnt them through traditional means: They appreciated the games as a supportive measure to ‘glue’ key knowledge to their learning. A significant drawback that they emphasised was that taking notes is not easy while they are involved in games, which made them unconfident and uncertain about the learning outcome. As a result, a conceptual framework for pedagogy stakeholders was proposed for further discussion of how to design a gamification-based curriculum effectively.


Keywords


curriculum design; gamification; COVID-19 lockdown; massively multiplayer online (MMO)

Full Text:

PDF

References


Adedokun, M. O., & Kayode, G. M. (2019). Local Leadership Styles and Community Development: A Study of the Irasa Community of Ado-Ekiti, Nigeria. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, Vol.2, No. 4, pp.27-31.

Almarzooq, Z., Lopes, M., & Kochar, A. (2020). Virtual learning during the COVID-19 pandemic: a disruptive technology in graduate medical education, Journal of the American College of Cardiology (in-printing)

Atman Uslu, N., & Usluel, Y. K. (2019). Predicting technology integration based on a conceptual framework for ICT use in education. Technology, Pedagogy and Education, Vol. 28, No.5, pp.517-531.

Auerbach, C., & Silverstein, L. B. (2003). Qualitative data: An introduction to coding and analysis (Vol. 21). NYU press.

Bai, S., Hew, K. F., & Huang, B. (2020). Is gamification “bullshit”? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 100322 (in-printing).

Betts, A. L., & Rothschild, M. K. (2020). Massively Multiplayer Online Games as Spaces for Metacognition and Self-Regulated Learning. In Global Perspectives on Gameful and Playful Teaching and Learning (pp. 78-104). IGI Global.

Chen, A., Mari, S., Grech, S., & Levitt, J. (2020). What We Know About Massively Multiplayer Online Role-Playing Games. Harvard Review of Psychiatry, Vol. 28, No. 2, pp.107-112.

Chitra, K. (2020). Adoption of Gamification tool in Higher Education: An empirical study. Studies in Indian Place Names, Vol. 40, No. 3, pp.3132-3146.

Chou, Y. K. (2019). Actionable gamification: Beyond points, badges, and leaderboards. Packt Publishing Ltd.

Costin, Y., O'Brien, M. P., & Slattery, D. M. (2018). Using simulation to develop entrepreneurial skills and mind-set: An exploratory case study.

Danka, I. (2020). Motivation by gamification: Adapting motivational tools of massively multiplayer online role-playing games (MMORPGs) for peer-to-peer assessment in connectivist massive open online courses (cMOOCs). International Review of Education, Vol. 66, No. 1, pp.75-92.

Edwards, R., and Holland, J., 2013. What is qualitative interviewing? A&C Black.

Foray, D. (2004). Economics of knowledge. MIT press.

Groening, C., & Binnewies, C. (2019). “Achievement unlocked!”-The impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, Vol. 97, pp.151-166.

Hashimoto, J. (2002). "Role of Staffand System,"Ybshiaki Ohara," Universityclass Uses ICT, Tamagawa University Press.

Hill, D., & Brunvan, S. (2018). Gaming the System: Helping Students Level up Their Learning. International Journal of Teaching and Learning in Higher Education, Vol. 30 No. 1, pp.70-79.

Hamari, J., Huotari, K., & Tolvanen, J. (2015). Gamification and economics. The gameful world: Approaches, issues, applications, pp.139.

Hung, A. C. Y. (2018). Gamification as Design Thinking. International Journal of Teaching and Learning in Higher Education, Vol. 30, No. 3, pp.549-559.

Isabelle, D. A. (2020). Gamification of Entrepreneurship Education. Decision Sciences Journal of Innovative Education, Vol. 18, No. 2, pp.203-223.

Jha, A. (2017). ICT Pedagogy in Higher Education: A Constructivist Approach. Journal of Training and Development, Vol. 3, pp.64-70.

Junior, W. G., Marasco, E., Kim, B., & Behjat, L. (2020). Supporting Design Thinking Through a Game-Based Pedagogy in Entrepreneurship Education. Papers on Postsecondary Learning and Teaching, Vol. 4, pp.39-49.

Kamunya, S., Maina, E., & Oboko, R. (2019, May). A Gamification Model For E-Learning Platforms. In 2019 IST-Africa Week Conference (IST-Africa) (pp. 1-9). IEEE.

Keller, J. M. (2016). Motivation, learning, and technology: Applying the ARCS-V motivation model. Participatory Educational Research, Vol. 3, No. 2, pp.1-15.

Kim, S., Song, K., Lockee, B., & Burton, J. (2018). What is gamification in learning and education?. In Gamification in learning and education (pp. 25-38). Springer, Cham.

Koivisto, J., & Hamari, J. (2019). The rise of motivational information systems: A review of gamification research. International Journal of Information Management, Vol. 45, pp.191-210.

Kotera, Y., Green, P., Rhodes, C., Williams, A., Chircop, J., Spink, R., Rawson, R. & Okere, U. (2020). Dealing with isolation using online morning huddles for university lecturers during physical distancing by COVID-19 field notes, Available at: https://derby.openrepository.com/handle/10545/625008 [Accessed 11 August 2020]

Leitão, J. (2018). Open Innovation Business Modeling: Gamification and Design Thinking Applications. Springer.

Lin, L., Shadiev, R., Hwang, W. Y., & Shen, S. (2020). From Knowledge and Skills to Digital works: An Application of Design Thinking in the Information Technology Course. Thinking Skills and Creativity, 100646 (in-printing).

Nahai, F., & Kenkel, J. M. (2020, June). Accelerating Education During COVID-19 Through Virtual Learning. In Aesthetic Surgery Journal Open Forum (Vol. 2, No. 2, p. ojaa023). US: Oxford University Press.

Negru, I. (2010). Plurality to pluralism in economics pedagogy: the role of critical thinking. International Journal of Pluralism and Economics Education, Vol. 1m No. 3, pp.185-193.

NTT Data (2020) Practice of learning by utilizing gamification: From professor to hands-on learnin, Available at: http://www.intellilink.co.jp/article/column/itsm-sp.html [Accessed 21 July 2020]

Oe, H. (2020). Discussion of digital gaming's impact on players' well-being during the COVID-19 lockdown. arXiv preprint arXiv:2005.00594.

Oe, H., & Weeks, M. (2020). How to Support Vulnerable Citizens during the COVID-19 Lockdown: A Community Initiative from Ubiquitous Network Perspectives. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, Vol. 3, No. 2, pp.1369-1377.

Ofosu-Ampong, K. (2020). The Shift to Gamification in Education: A Review on Dominant Issues. Journal of Educational Technology Systems, 0047239520917629 (in-printing).

Parra-González, M. E., López Belmonte, J., Segura-Robles, A., & Fuentes Cabrera, A. (2020). Active and Emerging Methodologies for Ubiquitous Education: Potentials of Flipped Learning and Gamification. Sustainability, Vol. 12, No. 2, pp.602.

Reynolds, K. M., Roberts, L. M., & Hauck, J. (2017). Exploring motivation: integrating the ARCS model with instruction. Reference Services Review. Vol. 45, No. 2, pp.149-165.

Rocha, E. M., Pereira, G. M., & Pacheco, D. (2020). The role of the predictive gamification to increase the sales performance: a novel business approach. Journal of Business & Industrial Marketing, Vol. 35/5, pp.817–833

Schultze, U. and Avital, M., 2011. Designing interviews to generate rich data for information systems research, Information and organisation, Vol. 21, No. 1, pp.1-16.

Sitorus, H., Nugrahadi, E. W., & Budiarta, K. (2019). The Effect of Learning Strategy and Thinking Ability on The Students’ Learning Outcomes in Economics Subject of XI Social Students in Senior High School State 1 in Pematang Siantar. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, Vol. 2, No. 4, pp.451-460.

Syakur, A., Susilo, T. A. B., Wike, W., & Ahmadi, R. (2020). Sustainability of Communication, Organizational Culture, Cooperation, Trust and Leadership Style for Lecturer Commitments in Higher Education. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences, Vol. 3, No. 2, pp.1325-1335.

Tetnowski, J., 2015. Qualitative case study research design. Perspectives on Fluency and Fluency Disorders, Vol. 25, No. 1, pp.39-45.

Thompson, L., & Schonthal, D. (2020). The social psychology of design thinking. California Management Review, Vol. 62, No. 2, pp.84-99.

Wang, D., Yang, Z., & Ding, Z. (2019). Is Sociability or Interactivity more Effective for Enhancing Performance? Findings from a Massively Multiplayer Online Role-Playing Game. Journal of Interactive Marketing, Vol. 48, pp.106-119.

Whitton, N., & Langan, M. (2019). Fun and games in higher education: an analysis of UK student perspectives. Teaching in Higher Education, Vol. 24, No. 8, pp.1000-1013.




DOI: https://doi.org/10.33258/birle.v3i3.1198

Article Metrics

Abstract view : 111 times
PDF - 82 times

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.