GAMIFICATION IN TEACHING INNOVATION: PERCEPTION OF TEACHER ADAPTATION WITH THE ORGANISM-RESPONSE STIMULUS PARADIGM
Article Sidebar
Main Article Content
Abstract
The use of gamification in teaching innovation provides hope to involve students, motivate in their learning study. Most of the previous studies examined the success of gamification for students. However, there are few studies that examine teacher perceptions in adapting the application of gamification. In this study, we used a qualitative approach to delve deeper into the opportunities and barriers teachers feel in implementing learning gamification. The results showed that some teachers could see the benefits of gamification in attracting students' interest in learning and creating more interactive learning. From the other side, some teachers find gamification challenging in its application. The perceived barriers for teachers to use gamification are lack of time in preparing gamification, lack of knowledge about gamification, and inapposite class arrangements for game educatin activities. There must be a stimulus from related organizations in overcoming this problem, for example by providing teacher training on the benefits of applying gamification to encourage the response of teachers in implementing gamification learning.
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
References
Creswell, J. . (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE Publications: Thousand Oaks, CA, USA.
Da Rocha Seixas, L., Gomes, A. S., & De Melo Filho, I. J. (2016). Effectiveness of gamification in the engagement of students. Computers in Human Behavior, 58, 48–63. https://doi.org/10.1016/j.chb.2015.11.021
Deterding, S. (2011). From game design elements to gamefulness: Defining “gamification.” In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek 2011 (pp. 9–15). https://doi.org/10.1145/2181037.2181040
Gabrielle, D. M. (2002). The Effects of TechnologyMediated Instructional Strategies on Motivation, Performance, and Self-Directed Learning (Electronic): U.S. Military Academy Center for Teaching Excellence.
Glover, I. (2013). Play as you learn: Gamification as a technique for motivating learners. In J. Herrington, et Al. (Eds.),Proceedings of the Educational Multimedia, Hypermedia and Telecommunications Conference (Pp. 1999–2008).
Hovland, Carl I., Irving K. Janis, and Harold H., K. (1953). Communication and Persuasion. New Haven, CT: Yale University Press.
Jain, A., & Dutta, D. (2019). Millennials and Gamification: Guerilla Tactics for Making Learning Fun. South Asian Journal of Human Resources Management, 6(1), 29–44. https://doi.org/10.1177/2322093718796303
Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E. (2016). Teachers’ Attitude towards and Actual Use of Gamification. Procedia - Social and Behavioral Sciences, 228(June), 682–688. https://doi.org/10.1016/j.sbspro.2016.07.104
Mehrabian, A., & Russell, J. A. (1974). An approach to environmental psychology. the MIT Press.
Mouili, F., Bouhamidi, S., Bakader, M., & Maameri, Y. (2014). Attitude and Motivations in Learning English as a Foreign Languange. International Journal of Arts and Sciences, 7(3), 117–128.
Piaget, J. (1962). Play, dreams and imitation in childhood. New York: W.W. Norton & Co.
Sánchez-Mena, A., & Martí-Parreño, J. (2017). Drivers and barriers to adopting gamification: Teachers’ perspectives. Electronic Journal of E-Learning, 15(5), 434–443.
Su, C. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268–286. https://doi.org/10.1111/jcal.12088
Zhou Longjun, Fangmei Li, Shanshan Wu, M. Z. (2020). “School’s Out, But Class’s On”, The Largest Online Education in the World Today: Taking China’s Practical Exploration During The COVID-19 Epidemic Prevention and Control as An Example. Angewandte Chemie International Edition, 6(11), 951–952., 4(2), 5–24. https://doi.org/10.15354/bece.20.ar023