The enhancement of gamification leader board model based on player type to increase learning engagement

Gamification is gaining energy as an educational innovation to engage students in their learning process. Education can benefit from gamification by improving learning environment to make it more enjoyable and engaging for students. Initial study indicated that leader board is one of the most popula...

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主要作者:	Daud, Rafizah
格式:	Thesis
語言:	English English
出版:	2019
主題:	QA Mathematics QA76 Computer software
在線閱讀:	http://eprints.utem.edu.my/id/eprint/24698/1/The%20Enhancement%20Of%20Gamification%20Leader%20Board%20Model%20Based%20On%20Player%20Type%20To%20Increase%20Learning%20Engagement.pdf http://eprints.utem.edu.my/id/eprint/24698/2/The%20Enhancement%20Of%20Gamification%20Leader%20Board%20Model%20Based%20On%20Player%20Type%20To%20Increase%20Learning%20Engagement.pdf
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id	my-utem-ep.24698
record_format	uketd_dc
institution	Universiti Teknikal Malaysia Melaka
collection	UTeM Repository
language	English English
advisor	Salam, Sazilah
topic	QA Mathematics QA76 Computer software
spellingShingle	QA Mathematics QA76 Computer software Daud, Rafizah The enhancement of gamification leader board model based on player type to increase learning engagement
description	Gamification is gaining energy as an educational innovation to engage students in their learning process. Education can benefit from gamification by improving learning environment to make it more enjoyable and engaging for students. Initial study indicated that leader board is one of the most popular gamification elements. However, the design of the leader board must be carefully balance since the lower position in the scoreboard can possibly affect engagement in a negative way. Some researches highlighted that some of the students enjoyed the competition and some of them did not. Hence, the aim of this study was to develop a gamification leader board model based on player type (GLeb) to engage students learning. This study involved both quantitative and qualitative methods. The quasi experiment three separate-sample pretest-posttest design was adopted to test the usability of GLeb prototype. The instruments used in this study were pre and post test, classroom observation rubric and perception of gamification leader board model based on player type. A total of 55 students from three Community Colleges in Melaka had involved in this study. The data were analyzed using descriptive, parametric and Partial Least Squares Structured Equation Model (PLS-SEM). The results show that the GLeb model contributes towards positive effect mediated by learning interaction in increasing learning engagement. The deployment of game mechanics produced greater learning engagement in quality of task, task completion time and task download time. The findings of this study are aligned with the Theory of Gamified Learning. Among key recommendations for future study are to refine the proposed model for affective engagement component and to further explore other potential elements of gamification to retain students’ engagement. In conclusion, the formation of the GLeb could provide guidelines and conceptual model for Massive Open Online Courses (MOOC) Developers or other Learning Management Systems (LMS) to implement gamification design based on player type.
format	Thesis
qualification_name	Master of Philosophy (M.Phil.)
qualification_level	Master's degree
author	Daud, Rafizah
author_facet	Daud, Rafizah
author_sort	Daud, Rafizah
title	The enhancement of gamification leader board model based on player type to increase learning engagement
title_short	The enhancement of gamification leader board model based on player type to increase learning engagement
title_full	The enhancement of gamification leader board model based on player type to increase learning engagement
title_fullStr	The enhancement of gamification leader board model based on player type to increase learning engagement
title_full_unstemmed	The enhancement of gamification leader board model based on player type to increase learning engagement
title_sort	enhancement of gamification leader board model based on player type to increase learning engagement
granting_institution	Universiti Teknikal Malaysia Melaka
granting_department	Faculty of Information and Communication Technology
publishDate	2019
url	http://eprints.utem.edu.my/id/eprint/24698/1/The%20Enhancement%20Of%20Gamification%20Leader%20Board%20Model%20Based%20On%20Player%20Type%20To%20Increase%20Learning%20Engagement.pdf http://eprints.utem.edu.my/id/eprint/24698/2/The%20Enhancement%20Of%20Gamification%20Leader%20Board%20Model%20Based%20On%20Player%20Type%20To%20Increase%20Learning%20Engagement.pdf
_version_	1776103126597632000
spelling	my-utem-ep.246982023-06-01T16:23:50Z The enhancement of gamification leader board model based on player type to increase learning engagement 2019 Daud, Rafizah QA Mathematics QA76 Computer software Gamification is gaining energy as an educational innovation to engage students in their learning process. Education can benefit from gamification by improving learning environment to make it more enjoyable and engaging for students. Initial study indicated that leader board is one of the most popular gamification elements. However, the design of the leader board must be carefully balance since the lower position in the scoreboard can possibly affect engagement in a negative way. Some researches highlighted that some of the students enjoyed the competition and some of them did not. Hence, the aim of this study was to develop a gamification leader board model based on player type (GLeb) to engage students learning. This study involved both quantitative and qualitative methods. The quasi experiment three separate-sample pretest-posttest design was adopted to test the usability of GLeb prototype. The instruments used in this study were pre and post test, classroom observation rubric and perception of gamification leader board model based on player type. A total of 55 students from three Community Colleges in Melaka had involved in this study. The data were analyzed using descriptive, parametric and Partial Least Squares Structured Equation Model (PLS-SEM). The results show that the GLeb model contributes towards positive effect mediated by learning interaction in increasing learning engagement. The deployment of game mechanics produced greater learning engagement in quality of task, task completion time and task download time. The findings of this study are aligned with the Theory of Gamified Learning. Among key recommendations for future study are to refine the proposed model for affective engagement component and to further explore other potential elements of gamification to retain students’ engagement. In conclusion, the formation of the GLeb could provide guidelines and conceptual model for Massive Open Online Courses (MOOC) Developers or other Learning Management Systems (LMS) to implement gamification design based on player type. 2019 Thesis http://eprints.utem.edu.my/id/eprint/24698/ http://eprints.utem.edu.my/id/eprint/24698/1/The%20Enhancement%20Of%20Gamification%20Leader%20Board%20Model%20Based%20On%20Player%20Type%20To%20Increase%20Learning%20Engagement.pdf text en public http://eprints.utem.edu.my/id/eprint/24698/2/The%20Enhancement%20Of%20Gamification%20Leader%20Board%20Model%20Based%20On%20Player%20Type%20To%20Increase%20Learning%20Engagement.pdf text en validuser https://plh.utem.edu.my/cgi-bin/koha/opac-detail.pl?biblionumber=116959 mphil masters Universiti Teknikal Malaysia Melaka Faculty of Information and Communication Technology Salam, Sazilah 1. Abdul Rahman, M. H., Panessai, A.I., 2019. Gamification Elements and Their Impacts on Teaching and Learning – a Review. 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