Gamification in Education Context: The Intention, The Design and The Result

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Title Gamification in Education Context: The Intention, The Design and The Result
 
Creator Dinata, Hendra
 
Description Gamification has been widely adopted in many areas, including in the educational context. The students need to be motivated in following the learning process because everyone feels happy to learn if there is no coercion. By presenting something fun and enjoyable, students are expected to be more involved in the learning process, which will achieve better learning outcomes. Gamification is very reliable in bringing fun and pleasure to the learning process for the students. We analyze three items from the previous study; the intention and what the goals are expected, how to design, and the result of gamification in the education context. We found the intentions of gamification adoption in an educational context. They are to increase students' motivation to learn and present an alternative learning method that is more fun and enjoyable. And for the success of this gamification program, a game application can be developed using existing sophisticated technology and by presenting a reward system mechanism. The presence of points, badges, and leader boards cannot be separated from the gamification because it is a very inherent gamification feature to motivate students to play the game. Getting students to use the games intensively is not the only result we expect, but it also makes students learn better to produce good learning outcomes.
 
Publisher Universitas Dr. Soetomo
 
Date 2021-07-28
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
 
Format application/pdf
 
Identifier https://ejournal.unitomo.ac.id/index.php/inform/article/view/4035
10.25139/inform.v6i2.4035
 
Source Inform : Jurnal Ilmiah Bidang Teknologi Informasi dan Komunikasi; Vol 6 No 2 (2021); 75-80
2581-0367
2502-3470
 
Language eng
 
Relation https://ejournal.unitomo.ac.id/index.php/inform/article/view/4035/1972
 
Rights Copyright (c) 2021 Hendra Dinata
http://creativecommons.org/licenses/by-sa/4.0
 

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