FAKULTI PSIKOLOGI DAN PENDIDIKAN

TUGASAN 1

NAMA KURSUS : DT00402 / SEKSYEN 2

GAMIFIKASI DALAM
PENDIDIKAN

TAHUN & SEMESTER : 2023, SEMESTER 1 SESI

2023/2024
NAMA PENSYARAH : DR. MAD NOOR B. MADJAPUNI

Bil. Nama Pelajar No. Matrik Tandatangan

1. ZAIM AHNAF BIN ABD PP2312123T
RAHIM
What is game?

Major English dictionaries acknowledge a range of meanings associated with the term
'game.' These definitions may vary slightly based on the dictionary, but they generally
converge. When used as a noun, 'game' can denote "amusement or a pastime"
(Dictionary.com, n.d.), exemplified by "children‟s games." It can also represent "an activity
or sport typically involving skill, knowledge, or chance, where participants follow established
rules and aim to triumph over opponents or solve a puzzle" (HarperCollins, n.d.), as seen in
a "wonderful game of football." Moreover, it encompasses "equipment for a game,
particularly a board game or video game" (Lexico, n.d.), "a specific competition, match, or
event in which individuals engage in play" (Cambridge University Press, n.d.), or "a segment
of a larger contest" (Merriam-Webster, n.d.). Additionally, dictionaries recognize that 'game'
can refer to the manner or skill involved in gaming ("I‟m trying to improve my game") or the
score at a specific point in the competition ("the game was 15-17"). There are further uses
of „game‟, such as “having good game” (virtuosity; mastery; confidence), “being game”
(willingness to participate; being attractive) or “being in the game” (participating in a
competitive or rule-bound activity such as politics or crime).

Game is an activity defined by a set of rules, like baseball, sonnet, symphony, diplomacy
game is a system in which players engage in an artificial conflict, defined by rules, that
results in a quantifiable outcome. (Salen Tekinbaş & Zimmerman, 2004) game is a rule-
based system with a variable and quantifiable outcome, where different outcomes are
assigned different values, the player exerts effort in order to influence the outcome, the
player feels emotionally attached to the outcome, and the consequences of the activity are
negotiable. (Juul, 2005)

What is gamification?

Gamification refers to the application of game design elements to non-game activities and
has been applied to a variety of contexts including education. Gamification appears to be an
emerging trend in many sectors, including business, organizational management, in‐service
training, health, social policy, and education. The term refers to the “use of game mechanics
in non‐gaming contexts” (Deterding, Dixon, Khaled, & Nacke, 2011) or, rather, to “the
phenomenon of creating gameful experiences” (Koivisto & Hamari, 2014). Gamification is
adopted in different contexts and for a variety of purposes. It is used as a driver to promote
fundamental things like learning, employee performance, customer engagement, and even
crowdsourcing initiatives. According to Gartner, the widespread interest that gamification is
attracting lies in its potential to strengthen engagement, change behaviours and support
innovation. Indeed, an increasing number of services are presently being gamified (Huotari
& Hamari, 2012), and Gartner predicts that by 2015 over half the organizations that deal
with innovation processes will have gamified their activities to some extent. Gamification is
also taking off ineducation (Domínguez, et al., 2013), due to the conviction that it supports
and motivates students, and can thus lead to enhanced learning processes and outcomes
(Kapp, 2012). Before the validity (or otherwise) of this conviction can be established, more
understanding is needed of gamification within education, something which essentially
entails the “introduction of game elements in the design of learning processes” (Bellotti, et
al., 2013). Various elements have been used in gamification to increase user engagement.
Examples of these elements include points, badges, leaderboards, and storyline. Educational
institutions are interested in gamification of education, where educators create gamified
learning environments to enhance learner engagement and improve learning outcomes.

According to Hoe, a gamified learning activity allows students to acquire knowledge, hone
skills and foster positive traits through the game built specifically for the purpose of learning.
In other words, gamification in learning activities is a student-centred process. It has been
applied in all levels of education, from school level to higher education level. It is not
surprising when gamification is best suited to be practiced in today's learning scenario,
which is no longer a teacher-centred but rather an emphasis on active student activities.
Hence, this is where the advantage of gamification is prominent because this method can
provide various forms of stimuli to students, especially to involve and motivate them to stay
active while studying. As explained by Alsawaier, gamification has a significant relationship
with student motivation and engagement in learning, and therefore also has a positive
impact on student achievement.

3 elements of gamification in education

1. Badges

Badges are recognized as a mark of appreciation or task accomplishment during the process
of goal achievement. In order to maintain learners‟ motivation, the use of badges is helpful
for engaging the learners in subsequent learning tasks. Badges are effective in inspiring
learners to work towards future goals. The majority of the student respondents in Santos et
al.‟s survey also felt that badges helped to keep them engaged, especially in the classroom
context, and motivate them to carry out future learning tasks. Gibson et al explained that
badges, when used with points and leaderboards, can be a powerful means of creating
competitions and signaling goal attainment, achievement, and status. Badges can also
motivate learners to improve their performance through higher engagement, greater skill
acquisition, and time spent on learning. Digital badges can be defined as images or symbols
that depict the acquisition or development of knowledge, skills or competences. Some
literature that explores the use of badges in educational contexts reveals that they typically
have been used either as an assessment tool, a skill/competence recognition tool and/or a
communication and motivation tool (Elkordy, 2012; Barey et al., 2012). Badges are expected
to work by themselves as a motivational factor. However this is not usually a simple task. In
a longitudinal study, Hanus and Fox (2015) concluded that the use of badges as a reward in
compulsory activities inversely influenced learners‟ motivation. On the other hand, Hamari
(2017) stresses that clear goals and immediate feedback, like it is possible to find in badges,
have positive effects on the implementation of learning tasks. Another important point is the
role that badges can play after being issued, such as the role of social marker within a
community. By being visible, members see their work recognised and may influence their
peers to work in order to receive the same badge (Gee, 2003; Hamari, 2017).

2. Leader boards

A leader board is basically a high score list. It ranks players or participants according to
their relative success compared to the others. Put simply, a leader board can be used to
identify the best performer of a certain activity. The objective of a leader board is to keep
the learners motivated and create a sense of eagerness to advance their names for the
achievements they have accomplished. Leader boards are used to create a competitive
environment among students. A leader board is used to display the current levels of high
scorers and the overall scores. In order to avoid demotivation for those who are lower
ranked, leader boards usually display the top 5 or 10 scorers only. The survey findings by
O‟Donovon et al, suggest that leader boards rank highest in motivating learners. Leader
boards are defined as a “visual display that ranks players according to their accomplishment.
Depending on their design, they emphasize continuous performance, status reporting, and
performance comparison of users as well as competition. Thus, we can distinguish two
design types, also explained by Marczewski and Zichermann and Cunningham:
absolute/infinite or relative/no‐disincentive. Absolute/infinite leader boards display all users
and their scores, making players at the top experience a broader sense of accomplishment,
as compared with the players that are at the lower‐bottom. With relative/no‐disincentive
leaderboards, users only see their rank as compared with the users ranked below and above
them. Students will consequently feel less discouraged when ranked lower. The downside is
that no ranking information about the other users is available, making this potentially less
meaningful. Available studies have implemented absolute and relative leader boards with
positive results. In the former, there was an increase in task execution punctuality, while in
the latter, there was an increase in task performance. Other researchers have created
alternative ways to display scores by showing rankings without presenting actual scores,
only showing the top three players or even displaying a group leader board only with
qualitative information.

3. Points

The point system functions as a measure of success or achievement. These points may be
used as rewards, as a form of investment for further progression towards the goals, or to
indicate one‟s standing. There are different types of points and they vary across games. For
example, Experience Points (XP) (i.e., points earned by completing tasks) and Steam Points
(i.e., points that correspond to in-game currency) were used for some of the role-playing
games in education. Points can also be considered as credits in an academic environment.
Educators can use gamification XP (experience points) to engage learners, motivate them to
keep learning and track their progress. In fact, learners and educators alike can get a
detailed insight into their progress. That way, students are more willing to keep going and
get as many points as possible, whereas educators obtain valuable information on the
strengths and weaknesses of their material. Gamification points for education purposes can
serve as a way to encourage interaction in the learning environment, incentivize social
activity, identify engagement patterns, and much more. Combining points and leader boards
is a great way to encourage students to keep learning. It works by making students more
competitive. When we see someone with a higher score or more points, it‟s perfectly normal
we want to do it better and score higher. But even more so, gamification points help build
connections and collaboration. It may encourage learners to work together. They may form
study groups where all students help one another with their weaknesses. That way, they get
more points for each activity in the course and make faster progress.
References

Authors, F. (2016). The International Journal of Information and Learning Technology Article
information : To cite this document : 48, 409–415.

Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R. (2013). Advances in Human-
Computer Interaction Assessment in and of Serious Games : An Overview. Advances in
Human-Computer Interaction, 2013, 1–11.
http://delivery.acm.org/10.1145/2490000/2484486/p1-
bellotti.pdf?ip=218.104.71.166&id=2484486&acc=NO
RULES&key=BF85BBA5741FDC6E.A4F9C023AC60E700.4D4702B0C3E38B35.4D4702B0
C3E38B35&__acm__=1559114231_4422d168b4878b379924fcb0cee4e01a

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to
gamefulness: Defining “gamification.” Proceedings of the 15th International Academic
MindTrek Conference: Envisioning Future Media Environments, MindTrek 2011, March
2014, 9–15. https://doi.org/10.1145/2181037.2181040

Domínguez, A., Saenz-De-Navarrete, J., De-Marcos, L., Fernández-Sanz, L., Pagés, C., &
Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications
and outcomes. Computers and Education, 63, 380–392.
https://doi.org/10.1016/j.compedu.2012.12.020

Goehle, G. (2013). Gamification and Web-based Homework. Primus, 23(3), 234–246.

https://doi.org/10.1080/10511970.2012.736451

Hamari, J., & Koivisto, J. (2014). Measuring flow in gamification: Dispositional Flow Scale-2.
Computers in Human Behavior, 40, 133–143.
https://doi.org/10.1016/j.chb.2014.07.048

Nah, F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014).
Gamification of education: a review of literature, in: Proceedings of the International
Conference on Human–Computer Interaction in Business. Springer, 401–409.

O‟Donovan, S., Gain, J., & Marais, P. (2013). A case study in the gamification of a university-
level games development course. ACM International Conference Proceeding Series,
242–251. https://doi.org/10.1145/2513456.2513469

Santos, C., Almeida, S., Pedro, L., Aresta, M., & Koch-Grunberg, T. (2013). Students‟
perspectives on badges in educational social media platforms: the case of SAPO
 campus tutorial badges. Proceedings - 2013 IEEE 13th International Conference on
Advanced Learning Technologies, ICALT 2013, 351–353.
https://doi.org/10.1109/ICALT.2013.108

Stenros, J. (2017). Game (Definition).