Abd Mutalib, Hafizah and Mustapa, Ifa Rizad and Salleh, Dani Enhancing students’ class participation through gamification. In: UNSPECIFIED.

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Abstract

Traditional lecture is a teaching method that is largely used in the teaching and learning process. By using traditional lecture, instructor may cover the necessary content in an allocated time. However, previous studies found that the transfer of knowledge using traditional lecture is lack of thinking and processing of information and encourage passivity in classroom, which results in low level of student engagement. Nevertheless, the advancement of technology has provided alternatives in overcoming students’ passiveness in classroom, such as the use of gamification.The purpose of this study is to examine if the method of gamification may improve students’ class participation during the deliverance of course content. Self-determination Theory (SDT) suggests that humans will have motivation to perform a task (referred to as motivational affordance), if they believe that they have the power to perform the task given. This study believes that the motivational affordance from gamification activity will lead to psychological outcome, and this psychological outcome will lead to behavioural outcome. The study was conducted using qualitative action research methodology with descriptive analysis in Enterprise Strategy classes in three phases. The results found that during phase 1, when traditional lecture was solely used, students seemed to be passive, indifferent and reluctant to participate. In phase 2, when traditional lecture is supplanted with gamification activity, students have participated actively. Similar results was found in phase 3, where different set of students were observed. Students also perceived that using gamification in classroom provide enjoyable and fun environment, attractive and exciting besides enhancing knowledge. Students also perceived that gamification activity increases participation, improving motivation, creating competition, developing teamwork and bonding between students and lecturers and should be conducted more. The findings from study add to the body of knowledge on the significance of using gamification in classroom.

Item Type:	Conference or Workshop Item (Paper)
Uncontrolled Keywords:	Gamification approach, motivational affordance, psychological outcome, behavioural outcome, Self-determination Theory.
Subjects:	H Social Sciences > HB Economic Theory
Divisions:	School of Economics, Finance & Banking
Depositing User:	Mr. Che Hasan Hashim
Date Deposited:	18 Sep 2019 02:33
Last Modified:	18 Sep 2019 02:33
URI:	https://repo.uum.edu.my/id/eprint/26379

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