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This research aimed to develop a TAKTIK game as a teaching aid for students aged between 13 and 14 years old (In Malaysia, they are in Form 2 Secondary Schools). The TAKTIK game focuses on topics related to Measurement and Geometry. The ADDIE model was employed in developing TAKTIK. The TAKTIK's validity was carried out by three experts in the field of Mathematics Education, evaluating the aspect of the game and the overall content. The TAKTIK Evaluation Questionnaire was used by experts to validate the game. Findings showed the Content Validity Index (CVI) is at a satisfactory level of 1.00 indicating that all the experts agreed upon the suitability of the TAKTIK game to be employed as a teaching aid. In conclusion, the TAKTIK game can be used to help students to learn topics related to Measurement and Geometry more interactively, and more importantly to have a better understanding of Measurement and Geometry topics. [ABSTRACT FROM AUTHOR]

This paper explores the integration of gamification as a methodological approach to enhance Computer-Aided Design (CAD) learning within engineering curriculums. Recognizing the multifaceted requirements of engineering courses—demanding cognitive, psychomotor, and affective skills from students—various pedagogical strategies have emerged to foster effective learning experiences. Gamification, identified as a potent method, engages students and heightens their involvement, which is increasingly vital in modern education. Within engineering programs, CAD modeling stands as a pivotal skill requiring hands-on practice and proficiency. This paper presents a methodological framework for gamifying CAD learning, elucidating the significance of gamification, the role of CAD modeling, and a detailed methodology involving module division, challenge creation aligned with learning objectives, team assignments, and performance-based rewards. It delineates various levels of CAD modeling, the associated challenges, point allocation, and the iterative nature of competition. Notably, this approach aims to balance complexity and competitiveness, ensuring efficient completion of challenges within stipulated time frames. The document further discusses the validation process of submitted models and the assimilation of the gaming activity as formative assessment within the teaching module, without affecting students' academic grading. The study evaluates the efficacy of gamification by comparing the performance of two student batches—one exposed to conventional learning and another engaged in gamified learning—through individual assignments, group projects, final exams, and overall grades. The results reveal enhanced performance and better outcomes for the gamified batch across all assessment components, indicating higher engagement, teamwork, and competency in CAD skills acquisition. Emphasizing the benefits of gamification in fostering student engagement, motivation, and improved learning outcomes, this paper proposes a replicable approach adaptable to diverse engineering programs. Ultimately, by integrating gamification into teaching methodologies, instructors can facilitate the acquisition of essential CAD modeling skills crucial for students' future success in engineering careers. [ABSTRACT FROM AUTHOR]

The creativity of educators is highly essential to make the learning process more engaging. Edugame or educational games are one of the educational media used for learning purposes. In previous research, an edugame called "POINTER" was developed, which replicates and simulates the fundamental process of forming network topology topics in computer networks. To enhance accessibility, the digital version of game-based learning Pointer is currently being developed as a digital-based game learning application. The evolution of offline-based edugames to online platforms can improve accessibility and reach a broader audience, enabling interaction and collaboration among players from different locations and maximizing the educational game's functionality. In this research, a UI/UX game-based learning Pointer design will be created using design and thinking methods to produce innovative digital-based games. The interface design created is able to provide an overview of the application and can be used as a reference in modeling the actual application. [ABSTRACT FROM AUTHOR]

Teaching recursion earlier than in a college undergraduate is way important for secondary-schools to expose students' intuitive thinking. We found that recursion topic is mostly considered as a difficult course for undergraduate college students. Many research literatures show that dynamic programming (DP) paradigm can exhibit students' algorithmic skills in natural way. In DP, it is a well-known as a technique that inquiries perspective view thereof intuitive decision-making to efficiently find the optimal solution of a problem. We describe our motivation to do so; thus, we introduce a game-based recursion learning so-called three coins remaining using DP for high school level students. We provide the background of the game problem, explain the rules to win the game and present a numerical solution strategy using DP. As we might know, DP concept works in stage-wise procedure manner and recurrence relation of formulation. This kind of didactic approach may be adopted in high school's curricula and, in further, the implementation of DP on computers is possible when the students start to pursue Bachelor's degree. [ABSTRACT FROM AUTHOR]

Educational games are one of the significant elements that are used to innovate the educational process. The aim of the inclusion of these games is undoubtedly to motivate pupils and students to study, as well as significant attractiveness of the educational process. However, gamification (as this trend is generally referred to) is still a complement to other teaching methods. This paper explores the possibility of using the relatively open environment of LMS Moodle to implement gamification in teaching. [ABSTRACT FROM AUTHOR]

Gamification is not a new term nowadays and was coined back in the year 2002. It started becoming a hot topic when Gartner, technological research and consulting firm based in Stamford rewrote and emphasized it in their CIO New Year resolution 2011. Since then, gamification has achieved multiple objectives ranging from business, employee satisfaction, innovation skill development, and changing behaviour. Curios regarding how this gamification can be used to increase motivation in people lead to this paper. In this paper, an overview of 2795 paper articles and publications related to the area of gamification and motivation from the Scopus database (2011-2022) was conducted. The result of the bibliometric analysis for this research area was made using the VOSviewer program. This bibliometric analysis will give interested researchers in gamification and motivation a starting step to venture into this trend of gamification and motivation toward young people. [ABSTRACT FROM AUTHOR]

In the era of rapidly developing information technology, the use of interesting and interactive learning media such as games has become the focus of attention in the educational context. This research aims to determine the effectiveness of game-based learning media in teaching science subjects such as physics, chemistry and science through bibliometric analysis. The method of this research is to carry out article analysis with a total of 168 articles obtained, using bibliometric analysis assisted by Rstudio software. The research results show that the use of game learning media can increase understanding of physics concepts, motivate students to learn, and increase their involvement in learning. Summarized in the data analyzed using Rstudio, it confirms that game-based learning is one of the keywords that often appear in scientific production. Apart from that, factors such as trend analysis of game-based learning topics show significant frequency in the period 2016 to 2022. Further research is also needed to deepen understanding of how game learning media can be used effectively in the context of physics learning. [ABSTRACT FROM AUTHOR]

Many organizations adopt a continuous quality improvement approach to achieve their vision and mission. For example, an HR evaluation system identifies the attainment of a particular academic position or qualification as a task that an employee must complete within a certain period. If the mission is completed, employees can move on to the next mission or upgrade to a higher level; if not, then they must complete the task he did to achieve the quality that remained or even lower in the past with the aim that he can achieve the goal according to the potential of the quality he has. The stages of a literature review using the PRISMA method consist of 4 stages: identification, screening, eligibility, and inclusion. The purpose of this study is to suggest the development of a new gamification framework for quality improvement because no gamification framework can answer this need explicitly; in this case, gamification of a continuous quality improvement mechanism on mechanics, work ethic, ethics, and motivational aspects to achieve its achievements (namely mission), while the mission remains within the corridor of the organization's vision or strategic plan. The recommendation system offers alternative steps players can take to achieve predicted milestones based on potential performance and current quality. The proposed recommendation system uses the Naïve Bayes Classifier algorithm based on behavior analysis, part of business intelligence. This system is built on the track records of other players who have completed mission M at level L or leveled up from L1 to L2. [ABSTRACT FROM AUTHOR]

The breakthrough of virtual reality technology could benefits humans, especially with the current technological achievement that we have nowadays. Nowadays, people started to use virtual reality more often, especially younger ones. Virtual reality (VR) can serve as an educational tool for students who have limited access to learning material out of their reach. The most common way to implement virtual reality is using the gamification method, in which using games as a way of learning. This article presents an in-depth study of the recent application of virtual reality in STEM-based learning. The study method is by reviewing the application of VR using different ways as its medium of delivery and how it is specifically used. The VR utilization can be done using applications, gamification method, and desktop based. [ABSTRACT FROM AUTHOR]

The effectiveness of Game-based Learning (GBL) in fostering students' motivation to learn mathematics is examined in this systematic review. Nine related papers published between 2018 and 2022 were found after an extensive search of the electronic databases of ERIC. A systematic review methodology was used to analyze the studies, and the results were then synthesized and summarized. None of the research in this review found evidence of a negative impact of GBL on students' motivation to learn mathematics; instead, all studies found evidence of a positive impact. It benefits students' motivation for several reasons, including the engaging and dynamic learning environment, the quick feedback and rewards, and the demanding and goal-oriented learning experience that games may give. The game's design, degree of difficulty, student autonomy, use of feedback and rewards, and other factors play significant roles in determining how effective GBL is at encouraging students' motivation to learn mathematics. However, this effectiveness is not guaranteed. The design and implementation of GBL in the mathematics classroom should consider these elements seriously. Generally, the results of this review point to GBL as a potentially successful strategy for increasing students' motivation to learn mathematics. Game-based Learning (GBL) is a strategy educators should consider employing to engage students and increase their interest in and love of mathematics. However, the game's design and other elements that may affect it must be carefully considered. More research is required to completely comprehend GBL's potential in mathematics education and develop efficient implementation methods. [ABSTRACT FROM AUTHOR]

This article discusses the design process for implementing a flipped classroom gamification model in an undergraduate physics course. This model seeks to increase student involvement in activities outside of the classroom. A research and development design is used in this study. The Borg & Gall model is used for research and development. The overall architecture and adapting principles are discussed, emphasizing the theoretical relationship to using gamification design elements. Gamification elements, in particular, adapt the GAFCC model (goal, access, feedback, challenge, collaboration) to encourage and motivate students, stimulating the practice and strengthening students' physics knowledge. The gamification design is integrated into a flipped physics classroom (motivation theory, gamification strategy, and instructional objectives). [ABSTRACT FROM AUTHOR]

Game-based edutainment media is a learning medium that is currently starting to be favored by students. The media certainly provides a new experience for students in learning mathematics. But unfortunately, game-based media has not been massively applied to learning mathematics in class. This research is descriptive qualitative research that begins with the development of game-based learning media. This study aims to find out how practical the use of game-based edutainment media is in the classroom. The results of the development of game-based educational media were disseminated to users, including 103 junior high school students, 173 first-grade students in mathematics education, and 8 teachers. After the game media is applied, the users are asked to rate the practicality of the media. Media practicality assessment is based on two main aspects; usability and ease of use, which was developed based on indicators from the Technology Acceptance Model [TAM]. The application of game-based edutainment media at various levels shows that this media is classified as very practical, although there are weaknesses in how to present broad and in-depth material and technological constraints in its mastery. The final results show that game-based edutainment media can improve cognitive and affective performance, facilitate independent or group learning, and provide many opportunities for use anywhere and anytime. [ABSTRACT FROM AUTHOR]

The transition from conventional learning into the form of distance learning with an e-learning system due to the COVID-19 pandemic has led to the emergence of a phenomenon called learning loss, namely the difference between current learning outcomes and learning outcomes that should be obtained in normal conditions. The initial survey also shows that there are several obstacles in implementing the e-learning system in this situation, such as low levels of understanding, lack of interaction with teachers or other students, and the habit of continuing to study conventionally. The concept of Gamification 3.0 is considered suitable to overcome this issue because it can increase motivation, engagement, and learning achievement by considering the differences in each individual's learning style. This gamification model was developed using the ADDIE model framework for further use as an experimental object which aims to analyze the effect of gamification on learning effectiveness and its comparison with conventional learning methods. The results showed that the gamification model was able to improve learning achievement, motivation, and student engagement in learning, although it also had a different effect for each type of learning style. Thus, the concept of gamification 3.0 can be implemented further by the recommendations of this study because it has a positive effect on learning effectiveness and provides personalization for each type of learning style in order to experience optimal results. [ABSTRACT FROM AUTHOR]

Gamification-based learning is increasing being used in practical learning as a way to increase student motivation and engagement. This study investigates the effect of challenge-based gamification on mathematics learning in SMP Laboratorium UM. The gamification elements studied are points & rewards and collaboration. Qualitative descriptive research design with as many as 70 participants of class 9 students of SMP Laboratorium UM. Instruments to measure motivation with elements of motivation were analyzed by measuring the Rasch model. The results of the analysis obtained Cronbach alpha 0.87, graph test information function and measure relative to item difficulty to observe the ideal model. The average results of the pretest and posttest for the three meetings are described on the graph. Qualitative descriptive of the elements of motivation, engagement and implementation of gamification elements are given in the graph. The implementation of gamification-based learning has a positive impact on students' motivation in learning mathematics at SMP Laboratorium UM. [ABSTRACT FROM AUTHOR]

Geometry is one of the substantials that is considered difficult at the junior high level. Students' difficulties in learning geometry are influenced by several things, one of which is a learning medium that is less attractive to students. This paper developed a gamification-based geometry e-module design using the ADDIE model. The ADDIE model is a process commonly used by training developers or instructional designers in designing and building effective learning experiences. In the last few years, many people have used this method and the results are very good, the main key in this method is iteration. The e-module contains interesting gamification-based assessments including Kahoot, Mentimeter, and I-spring Suite. At the beginning of each topic in the e-module, an apperception is carried out using a Mentimeter, in the middle of the topic an interesting quiz is given using Kahoot, and at the end of the topic to find out how far the student's understanding of the substantial students has used the I spring suite application. In addition, the explanation of geometry substantial in the module is not only in the type of text but also there are many learning videos and illustrations. Before the trial, the e-module was examined and validated by a team of substantial experts and also a team of learning media experts. Based on the validation results, the substantial expert team gave a score of 4.18, while the learning media expert team gave a score of 4.17 on a scale of 5, based on the Likert scale this score was in the good or valid category. This shows that the e-modules created and developed are valid and can be implemented in students. When conducted trials on students the indicators of practicality and effectiveness of this e-module were also measured through questionnaires given to students. Based on the results of the questionnaire, it was found that the practicality of the e-module got a score of 4.25 and the effectiveness got a score of 4.46 on a scale of 5. This shows that both indicators are very valid. These results show that gamification-based e-modules are valid and can be used in the geometry teaching and learning process. [ABSTRACT FROM AUTHOR]

This research aims to develop an RPG Maker-based "GETAK" learning media on statistical materials at Muhammadiyah Darul Arqom Junior High School. In addition, researchers want to test, describe the feasibility and attractiveness of the game-based learning media to be developed. This research uses the Research and Development (RnD) method with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The validation results of the learning media developed obtained results, namely 1) The media experts obtained 3.32 scores showed that the learning media was very valid and feasible to use; 2) The material expert validity score obtained result of 3.36 scores showed that the material in the learning media was very valid and following the statistical material. In the content aspect of this media, getting an average total of 3.48 scores shows that the media developed is very interesting. In the part of the media display, this score of 3.37 shows that the media development is exciting. In the aspect of interest in the use of learning media, getting an average of 3.62 scores shows that the media developed is very interesting. The advantages of this game-based learning media are 1) Simple media display, 2) The presentation of material associated with games to attract students' attention and learning motivation, and 3) The use of media is easy to use. [ABSTRACT FROM AUTHOR]

In modern society information and computer technologies have penetrated all spheres of human activity, including the field of education. In the modern world, education is impossible without the use of computer technology. Proper use of gamification elements in education can ensure easy and successful memorization of educational material. The article deals with the issue of using computer games and educational platforms in teaching a foreign language. The conducted research proves that the systematic use of computer games and educational platforms contributes to the creation of a situation of success, the formation of emotionally positive motivation for learning, stimulates the achievement of the goal, and provides a comfortable state in the classroom. The use of computer technology in teaching meets the interests of the modern generation of students, makes it interesting, memorable, and effective. [ABSTRACT FROM AUTHOR]

Online learning is a solution applied during the Covid-19 pandemic. This re-search aims to find out students' access and perceptions of the use of Mobile Game-Based Learning (MGBL) in learning and to understand its potential application. This research is the result of a survey conducted on 149 senior high school students who needed innovative media during the pandemic, especially in sociology learning. The result was used to understand their potential accessibility through ownership, interaction time, and types of mobile applications used and to find out their perceptions through consensus and reasons for adopting MGBL learning in the sociology subject. The findings indicate that students are very familiar with mobile devices and their applications. It was also revealed that students had positive perceptions of MGBL and most of them used smartphones. This report can serve as the basis for developing MGBL products to facilitate learning and create a mobile game learning system in the classroom. [ABSTRACT FROM AUTHOR]

The rapid transformation of the educational process and the widespread introduction of digital technologies open new opportunities in teaching students. The combination of different approaches and an interdisciplinary approach allows to format various competencies on a new level. The introduction of quest-based learning gamification elements can significantly improve student outcomes and engagement. The article presents the best practices for the creation and implementation of quest games in the process of training students of technical specialties. The theoretical and practical aspects of the development of quest games are considered. A step-by-step model of working with students in the process of creating quest games and their support from the teacher is shown. Games were developed based on RPG Maker MV. Recommendations for students and teachers in the process of creating quest games are indicated. [ABSTRACT FROM AUTHOR]

One of the significant challenges faced by modern-day firms has been the need for an integrated framework that improves business performance through ideas provided by the employees. This study uses a digitized approach to develop a flexible, scalable, and efficient ideation system for business process/product improvement. The aim is to inspire employees to provide quality ideas and facilitate innovation and enhanced profits for their firms. The focus has been on the Indian textile industry for analyzing the requirements and perception of workers for ideal ideation systems. A powerful concept may alter a company by assuring multifaceted growth. Every worker must get the chance to present their views to upper management and external. Extensive primary and secondary research was done to know-how companies in textiles and other industries implement the ideas suggested by their employees. A multi-level point-based framework involving gamified leader boards was developed to link the ideation system with adequate rewards and varying forms of recognition for the workers. [ABSTRACT FROM AUTHOR]

Banking is moving towards digitization at an extremely fast pace. The pandemic has further fastened this process, resulting in higher digital adoption of banking services. Globally, banks are providing integrated and multi-dimensional services through virtual platforms and are also bringing in newer features like gamification to provide customers with an interactive and engaging platform, which in turn enhances the customer experience. The demand for more ease in banking, better convenience and better customer experience can be leveraged by Indian banks who can expand the range of their digital services and include gamification to provide an interactive and engaging experience. With the up rise of digital banks and FinTech's, traditional banks need to compete against both traditional and digital banks to both retain and increase their market share. The objective of the research is to study how digitization and gamification can provide traditional banks with a competitive advantage over others, and also to understand which digital benefits and features are most preferred by Indian banking customers. [ABSTRACT FROM AUTHOR]

As video games increasingly establish themselves as one of the most dominant forms of entertainment, humanity discovers their true potential. Education, health, and business are only a few of the numerous fields in which gamification techniques are efficiently implemented. Consequently, gamification techniques are powerful tools in the hands of businesses, as video games contain certain elements that make them fun and intriguing, and one of the most important is storytelling. Storytelling has evolved significantly since video games have become the new embodiment of stories. Notwithstanding the technological advances in the field of video games, certain archetypes can be observed, that seem to follow humankind and the process of storytelling throughout its history. In this paper we present and discuss the basic patterns and archetypes of storytelling and the types of heroes employed in gamification applications in business and education, by examining successful applications of storytelling in gamification. Our findings suggest that the most successful apps use the Hero's Journey in the plot and the hero archetype of the character. These findings can benefit businesses and organizations in multiple ways in building more attractive and engaging applications of advergaming and gamification, or video games. [ABSTRACT FROM AUTHOR]

"An ancient Chinese proverb declares, 'Tell me, and I will forget. Show me, and I may remember. Engage me, and I will understand.' This maxim embodies the ultimate objective of educators striving to create an interactive learning environment that promotes active student engagement. Unfortunately, traditional teaching methods have become outdated and passive, leaving a considerable gap between teaching techniques and educators eager to implement more interactive methods. However, the implementation of digital technology, tools, and instruments can serve as a bridge to close this gap and create a more productive and engaged student body. If education fails to inspire, students may perceive it as uninteresting and disengage from the learning process, hindering their ability to acquire the necessary skills to navigate various situations under pressure. This study investigates the use of the educational approach called 'Gamification' in vocational high schools in Greece. We will provide a conceptual definition of gamification and analyze the games used in education. Additionally, we will examine the learning difficulties encountered in vocational schools and explore how they can be addressed through specific strategies and methodologies. Finally, we will review existing research and studies on the outcomes of gamification in vocational high schools in Greece, as there is a limited number of studies on this topic in secondary education. [ABSTRACT FROM AUTHOR]

The use of emerging technologies like gamification in education has increased in recent years due to its effectiveness in enhancing student motivation and engagement. However, limited research is available on the effect of gamification on students' competence and engagement from their experience perspective. This study aims to fill this gap by exploring the interaction between gamification principles and students' psychological process, specifically focusing on the self-determination theory and flow theory. The study integrates these two theories to answer the research questions on whether flow theory principles of challenge, feedback, reward, and interaction develop an effective gamified experience, how these principles make students psychologically competent, and whether gamification builds strong engagement between students and educational platforms. After analysing the data collected from 360 students, the study suggests that integrating SDT and flow theory can provide a more comprehensive understanding of students' experience during gamification. [ABSTRACT FROM AUTHOR]

The use of gamification in education is a continual process for developing the learning abilities of people. It is a trending concept used by corporates for providing a learning environment for the employees, while schools and colleges are also adopting this to foster the students with exciting and exciting learning methods. This teaching approach increases students' motivation and makes the cumbersome process more engaging. Gamification makes use of various design elements in the atmosphere of education. This learning technique is gaining more popularity in today's world (Koivisto &Hamari, 2019). However, there is a mixed element of success associated with its application in the institutional contexts. The following study highlights the importance of gamification in higher education and other aspects, such as the challenges faced while implementing this technique, the added benefits and opportunities that come along, and the solution to different issues arising in this context. The study used a sample of 223 respondents to determine the function of gamification in courses and the influence on students in higher education. The study concludes that gamification can engage, Innovative and productive, learning to new processes, and it also helps retain knowledge. It is also found that gamification has a significant impact on higher education students. [ABSTRACT FROM AUTHOR]

Since the Covid19 epidemic in early 2020, online learning has become the practice for students of all ages in schools, whether in kindergarten, primary, secondary, or even higher education. The transition from classroom activities to digital learning such as quizzes, debates, brainstorming and more tools, have open many opportunities for researchers to analyze, design or develop the application. This research is to regard the gamification in learning which was used by researcher since 2010 in the classroom activities. A literature review was done on the gamification in a learning process before and after the epidemic and how it gives impact on student's affective elements in learning. Besides the literature review, we conducted a preliminary inquiry after students have had experienced the gamification in their learning before the epidemic. We conducted two forms of methods: a focus group conducted prior to the pandemic and an internet survey conducted after the outbreak. Aside from the investigation, we were able to determine students' motivation in online classes by pulling real data from their class access time in the morning class via Blackboard Learn online platform. Aligning traditional teaching and activities in the classroom requires work and ingenuity in terms of how to design it on an online platform while maintaining the same level of participation. We are currently transformed our usual classroom activity such as SUDOKU quiz game into a mobile educational game prototype. Due to the short duration of our project grant, the game prototype will be developed using prototype method. Some planned gaming aspects are suggested in the game, which will be discussed later. [ABSTRACT FROM AUTHOR]

Digital Game-Based Learning (DGBL) has been widely implemented and its effect on learning is inconsistent. Specific research studies to summarize the evidence on the effect of DGBL, on the other hand, have not been investigated. As a result, the goal of this meta-analysis study was to compile evidence on the overall impact of DGBL in mathematics classrooms. Related studies are found from online databases such as ERIC, scopus, and Google Scholar. The identification process found 98 DGBL articles between 2010 and 2021. The data filtered using the PRISMA protocol and found 17 independent samples that met eligibility. To simplify the calculations, a Comprehensive Meta-Analysis (CMA) was applied where the population estimate used a random-effect approach. From the results of the analysis, it was revealed that the overall effect size of the study was 0.95, which means that the application of DGBL made a major contribution to students' abilities in mathematics. Analysis of mediator variables revealed that various mediator variables mediate the implementation of DGBL. The limitations and implications of the study are discussed to provide important information for researchers and educators in implementing DGBL in the future. [ABSTRACT FROM AUTHOR]

Recently, primary studies on the effect of the gamification approach (GA) have been widely studied with mixed results. However, a review study to summarize the evidence on the effects of this approach has not been carried out. Therefore this meta-analysis study aims to summarize the evidence on the overall effect of GA on students' mathematical abilities. The analyzed studies were identified from various databases such as ERIC, Scopus database, and Google Scholar. From the identification results obtained 114 related studies that have been published between 2011 and 2021. From the results of screening using the PRISMA protocol, 14 independent samples met the eligibility criteria for analysis. In this study, we used the Comprehensive Meta-Analysis (CMA) as a program to assist the calculations, and the estimation method used the random-effects model. The results of the analysis found an index of 0.98 as a measure of the overall effect of the study. This index reveals that the application of GA has a great influence on students' mathematical abilities. The results of the analysis of the identified moderator variables reveal that various mediator variables mediate the implementation of GA. The implications of the study are discussed so as to contribute to researchers and educators who use GA in the future. [ABSTRACT FROM AUTHOR]

In creating a comfortable English learning atmosphere, the impressions of students and lecturers are crucial. Leading the students to be happy in learning is one of the big challenges for the lecturer. Gamification is now a more important part of any platform design. Individual disparities in sensitivity to gaming and its various designs have been linked to the classical gap in gamification study and application. The aim of this study is to find out how students and lecturers feel about online learning by using gamification. It investigated how the students engage in the classroom. The mix approach was used in this study. The information gathered from the questionnaire and the interview about students' and lecturers' attitudes toward online learning materials Using a Likert scale, they were graded. The responses of the students to online learning by applying gamification. The students were enthusiastic and engaged in learning Academic writing by using gamification. The findings of this study are expected to aid teachers and lecturers in gaining insights and prior knowledge when designing ELT models for online class. It is also intended to provide feedback on how to enhance the online learning process. [ABSTRACT FROM AUTHOR]

Exergames are interactive video games that aid in physical activation during this stage of the Covid-19 pandemic. However, to encourage and captivate the player, exergaming must consider the game's design, movement principles, and player experience outcomes. This article will outline the development of a design framework for integrating interactive sensor-based physical activities into the development of gaming applications in order to fill this knowledge gap. The GVAPE design framework comprises four primary domains (Gamification, Visual Features, Anatomical Movements, and Performance Analysis) and a single output (Experiences) construct to develop and build exergames that improve gaming interface quality. Tasks are directed in games, and they are supported by anatomical movement principles that represent the implied movement concepts in exergames and key theory-based experience outcomes that can be measured to explain the principles of player acceptance and behaviour change embedded in exergaming systematic exercise activities. The GVAPE design framework accomplishes this by proposing alternative design concepts to existing approaches, assisting designers in directing interactions in a variety of task contexts, and identifying appropriate game principle approaches to promote leisure physical activity and long-term play encouragement success in games. [ABSTRACT FROM AUTHOR]

The goal of this project is to research about gamification and how to gamify studying among students in university. This is by the implementation of simple yet interesting and intriguing games that will aid the students practice on their work and study while having fun. This way the students will be more interested and invested in their work or studies and therefore improve study habits. The main objective of the gamification of schoolwork is to boost intrinsic motivation (internal or "unforced" motivation or passion towards work) since most students work under pressure therefore possess extrinsic motivation (external or "forced" motivation or passion) which may result in stress, depression, anxiety, etc. To further understand this phenomenon, research and literature is done to properly understand the use of gamification and applications gamified software. This way, the benefits and impact of gamification is realized. Qualitative and quantitative analysis is done in the closest university to determine the feasibility of gamification in universities, the potential impact the proposed system will have on the students and the expectations of what the system would do. This is done via survey and interview with minimum respondents of 111 and 15, respectively. Once this data is collected and analyzed, the features of the system are determined based on the user requirements. Rapid application development is used in the development of the system therefore testing is done while developing the system to make sure user requirements are met. To ensure that the system has indeed met user requirements and objectives, a survey is done as final user acceptance. [ABSTRACT FROM AUTHOR]

Mobile game-based learning (MGBL) was a type of educational adaptation for the 21st-century learning system and industry 4.0. The massive media coverage of the harmful effects of smartphones on children, on the other hand, has influenced parents' and teachers' perceptions. As a result, the goal of this study was to examine parents' and teachers' perceptions towards MGBL in integrated thematic learning and to identify the appropriate criteria for MGBL acceptance. This study took a quantitative approach, including mixed methods correlation research. 32 teachers and 120 parents from eight primary schools in Padang, West Sumatra, took part in the study. The study's findings are as follows: (1) The Independent Samples T-Test revealed a significant difference in attitudes toward using smartphones as a learning platform between parents and teachers (2) The Independent Samples T-Test revealed significant differences between parents who are familiar with MGBL and teachers who are familiar with MGBL (3) After being introduced, 76.8% of parents and 89.2% of teachers agreed that MGBL should be used in integrated thematic learning (4) According to Linear Regression Analysis, every aspect that influences MGBL acceptance was positively connected with parents' and teachers' perceptions (5) According to Linear Regression Analysis, teachers' perceptions of MGBL were positively correlated with parents' perceptions. [ABSTRACT FROM AUTHOR]

Current technological developments cause learning to presently emphasize visual learning to attract students' interest. The monotonous and less creative process of teaching and learning mathematics occasionally makes students tired and bored. Gamification in learning is an excellent innovation to increase students' interest in learning. Gamification is a concept that adapts video games to learning methods. The aim of this study is to develop gamification-based mathematics learning media to engage students' interest in mathematics learning. This research was conducted at Senior High School of Muhammadiyah 1 Klaten with Three-variable Linear Equation System for the students at their first year of Senior High School. The research used R&D method with the ADDIE development model (Analysis, Design, Development, Implementation, and Evaluation). This study used descriptive quantitative and descriptive qualitative data analysis techniques. The results of this study are as follows: material experts provide the score of assessment with an average percentage of 88% with a very feasible category to use, and media experts provide the score of assessment with an average percentage of 78% with a very feasible category to use. Students' interest in the learning media "PETUALANGAN SPLTV" is 3.5 with "very interesting" criteria. To put it another way, the gamification developed in this study was deemed viable and excellent for application in mathematics instruction. [ABSTRACT FROM AUTHOR]

Visiting grandma's house is something that children look forward to. In this game-based learning, students are invited to do it virtually while learning to recognize computational thinking competencies through several challenges that complement the learning theme at the elementary school level. This educational game can train students' soft skills to think critically in mapping problems on the concept of computational thinking by producing interesting solutions. The game consists of three interesting themed chapters containing two challenges on each level. These media gain an average result of the V value of media experts being 0.87 which was declared valid. The results of the media expert's reliability test were 0.820 and it was stated that the reliability was strong. While the media that was tested on 3 accompanying teachers and obtained an average value of value V for material experts of 0.91 which was declared valid refers to Aiken's table. The results of the subject matter expert reliability test obtained a value of 0.743 which was declared perfect reliability. The average result of the student or user questionnaire is 80.294 in the SUS criteria and 17 of them fall into the category acceptable. [ABSTRACT FROM AUTHOR]

As a popular Learning Management System in Indonesian educational institutions, Moodle has some drawbacks, including a lack of mobility and a monotonous engagement with the learning path. While chatbots may assist with mobility and a more personalised learning path, there are still substantial issues with distance learning, such as keeping students motivated. On the other hand, gamification, which is often used to solve this problem, can be easily applied in Moodle but is still limited to chatbot-based learning media. Therefore, this study aims to build a chatbot for learning media and online exams with gamification features. This study aims to build a chatbot for learning media and online exams with gamification features. Learning and exam features include course information, registration, learning course materials, quizzes, final exams, learning progress, leaderboard, and announcements. Meanwhile, the gamification consists of rules and rewards, levels, quests, scores, countdown, timer, progress, badges, and leaderboard. We conducted BlackBox testing and focus group discussions on testing the chatbot. As a result, the functionality of the learning features, online exams, and gamification on the chatbot has been running well. Furthermore, several areas of improvement have been identified for future development, including completeness of features, safety concerns, and variations in testing. [ABSTRACT FROM AUTHOR]

The development of augmented reality (AR) has contributed to a variety of fields, including history, tourism, and culture. However, those sectors have received less attention than others such as education and gamification. This study aims to design an AR-based application that could help tourists acquire information about a tourism destination they are about to visit. An online survey to random Indonesians and literature study were conducted to obtain the expected application needs and specification, that could fit in Indonesia. Following the processes, initial experiment was carried out to design the application system. A prototype then developed, presenting features such as description of destinations, 3D virtual objects, information videos, local language dictionaries with audio and gamification based on the visited destinations. [ABSTRACT FROM AUTHOR]

The lack of engagement to learn through the online medium should be resolved through the implementation of interesting activities during the delivery. Online learning requires high engagement among students. Todays learners are no longer digital immigrants. They are digital natives who are users of digital devices starting from an early age. They learn from videos, online applications and games. Therefore, it is important for lecturers to adopt with the way they learn. By adopting gamification, lecturers may solve the main problems faced by todays learners which are good interaction, motivation and engagement. Gamification broadly applied of game design elements in non-game contexts with the goal of promoting users' engagement. Without Gamification, students in class will remain as passive learners and result in lack of engagement in the learning process. Their lack of involvement in their learning tasks not only in terms on behaviour but also intellectual and emotion. This is due to lack of interaction between students and lecturers by means of accessing, discussing and sharing associated information through webex meeting. Gamification strategies appear as an advantageous tool to increase the motivation and involvement of users during lecture session. The researcher applied action research approach to address engagement improvement through action that is at once a means of effecting better engagement and generating positive knowledge after the gamification adoption in teaching and learning. Data collected among ninety-nine accounting and media students. [ABSTRACT FROM AUTHOR]

Education is one of the fields that adopted gamification as technological innovation to increase student performance since it plays a critical role in secondary education, especially in digital learning environments. Gamification as one of learning method refers to transforming activities, systems and services to provide the same experience as games to enhance student performance and motivation. Gamification method of learning also one of the recent method that used to enhance learning engagement in TVET area. It has been identified as a promising technique to improve students' engagement, which could have a positive impact on learning technically and physically. Manufacturing Technology is one of the topic listed in the Design and Technology subject under Standard-Based Curriculum for Secondary Schools (KSSM). This subject involves theory and practical learning which require high conceptual skills for students' project development. Therefore, to seek the effect of this learning method, this study was carry out based on the experimental research design including a pre-test and post-test from 2 groups (experiment and control) of 26 form two secondary schools students whose enroll the Manufacturing Technology topic through online learning course. The results show that this method works well in promoting learning enjoyment that lead positive effect on students' performance. This study also gives insights into the development of better gamification educational to promote student learning. [ABSTRACT FROM AUTHOR]

Game-based learning approach enabled to increase attitude and motivation as well as the supporting learning process of all ages. This paper outlined the engagement of Kahoot! in learning the Malaysian University English Test (MUET) for Technical and Vocational College students in Batu Pahat, Malaysia. It aimed to investigate the relationships of attitude, motivation, and achievement in MUET learning through Kahoot! game-based learning. A semester four cohort of Diploma in Construction Engineering Technology students were exposed to the use of Kahoot! during MUET learning session. A quantitative approach was carried out for 53 respondents. Spearman's statistical significance was analyzed by using Statistical Package for Social Science (SPSS) 22. Based on the research finding, there was a strong relationship between students' attitude and motivation, r(51) =.792, p =.01 during the use of Kahoot! in MUET classroom. On the contrary, the analysis of attitude, motivation and achievement relationships did not show any statistically significant among these variables. In this case, students' motivation should be improved by emphasizing English language importance to them to achieve greater achievement in MUET. [ABSTRACT FROM AUTHOR]

Game-based learning is an effective way of teaching methods for increasing student motivation in creativity in problem-solving. The development of this e-game was based on the Game Development Life Cycle (GDLC) model supported by the behaviorism theory. GDLC model is used to overcome the problem of every game developer. It will present the process of developing a game from scratch to deploy. This study aims to design, developed, and test the functionality of e-game for the Electrical Motor Control course at Vocational Colleges that assists in the teaching and learning process. This research found that almost all evaluation items are approved by experts. This e-game for Electrical Motor Control can still be improved in the future by expanding its practicality and scope. The results showed that this e-game can be used as a teaching tool for the Electrical Motor Control course by adding various exercises according to the practical instructions. This interactive game pattern provides an individual learning experience, especially in the rapidly growing technological era. [ABSTRACT FROM AUTHOR]

Gamification in this study is the video game elements application in the teaching and learning process. The purpose of this research conducted to identify the initial student's perception toward learning through the gamification concept among Vocational College Welding Technology students in Batu Pahat, Johor, Malaysia. This study approach was quantitative survey design data for 100 students who tested. The sampling for this research includes all welding technology students from the first year until the fourth year selected using a random sampling method. To identify the validity of the questionnaire, the researcher used the face validity method. The Cronbach's Alpha value for the pilot study was α=0.851, which means all the items for each variable were reliable. Data were analyzed using descriptive analysis and Spearman Correlation, using Statistical Package for Social Science (SPSS) version 20. Based on the finding, students agreed that gamification-based learning boosts their interest, motivation, and acceptance toward gamification. These variables have mean values that were at a high level based on the mean score interpretation. The result of the Pearson Correlation analysis was positive. These indicated that the initial student's perception was positive due to the correlation between the three variables. Besides, students' acceptance of gamification will increase due to the positive impact on their learning. Gamification-based learning also allows students to use the gadgets they use every day. Therefore, gamification also integrates learning processes, instructional theory, and multimedia elements to help students improve their motivation based on creative learning. [ABSTRACT FROM AUTHOR]

In Taiwan, students in visual design-related disciplines have long neglected the traditional mindset of balanced development in many subjects during their secondary education. The learning process has largely abandoned STEM and other mathematical and scientific courses, focusing only on skills and craft training. In recent years, STEM education has been actively promoted in higher education in Taiwan. This study aims to plan and design a learning model that is motivating and fun for students within the constraints mentioned above. We used game-based learning to introduce STEM education and enhance visual design students' interest in STEM. A course was selected to teach programming logical concepts. The students were taught to use Scratch and Code.org as learning platforms to learn the building block programming language. Due to the COVID-19 pandemic, online board game activities were incorporated into the teaching mode of the course. Game-based learning and game mechanics were integrated into the learning activities of the course. The learning activities incorporated a cardboard game with digital media and a competitive mode to enhance the interest of students with design expertise in STEM topics. The basic concepts of programming language were transformed into images and the game mechanism was added to enhance students' motivation. In this study, students were introduced to the basic structure of programming through a specially designed board game to enhance their logical thinking skills. We found that the transformation of program concepts from words to images helped learners to make picture associations, which effectively increased motivation and motivated learners to participate in learning. Especially for students who were not interested in STEM. [ABSTRACT FROM AUTHOR]

Indonesia is the second largest contributors of food waste in the World. An anti-food-waste movement by changing the consumption behaviors can only be sustainable when our young generation aware and make a conscious decision to not waste the food and know how to prevent it. The aim of this study is to develop a gamified food waste awareness campaign through the game-based learning activity for the youths. This study uses the five stages of the design thinking (empathy, define, ideation, prototype, and testing) for the development of the gamification of the food waste awareness campaign. This approach enables designers to develop an attractive food waste awareness campaign using the game mechanics, aesthetics, and game thinking. The proposed gamified Food Waste Awareness Campaign has been tested in several junior and high schools in Bandung and can be useful to create the food waste awareness for these students. [ABSTRACT FROM AUTHOR]

The relevance of the study lies in the fact that any work is not always enjoyable, and an increase in its payment often does not give the expected results, since the monotony is tiresome. Lack of employee motivation is the cause of many of the company's problems. It is possible to improve work efficiency by awakening a true interest in the process among employees. One of the most effective HR management techniques is gamification. Gamification is the use of methods and tools similar to those used in computer games, in non-gaming processes to increase engagement and interest in the performance of employees' duties. The aim of this study is to analyze the issues related to the implementation of gamification tools in the organization's personnel management. To achieve this goal, the following tasks have been solved in the article: the goal of gamification is determined, the HR tasks that can be solved with its help are highlighted; analyzed the gamification product development process; the main methods of gamification in the company are considered; revealed the advantages and disadvantages of gamification in business; shows the most popular gamification solutions in companies and its impact on the company's HR processes. As a result of the study, a conclusion was made about the effectiveness of the introduction of gamification in various processes of personnel management. In preparing this work, the experience of Russian and foreign companies in the implementation of game methods in personnel management was studied. [ABSTRACT FROM AUTHOR]

We cite about gamification of E-Commerce by examining the literature on gamification in E-Commerce and its marketing field. Regarding the review, researchers identify various game design elements used in E-Commerce in Indonesia. The design elements of this game are points, levels/stages, badges, ratings, prizes, storylines, and reciprocity. Researchers provide examples from the literature to emphasize the application of gamification in the E-Commerce area. [ABSTRACT FROM AUTHOR]

In the 21st century, computational thinking skills are essential for solving problems around computer science and solving problems in everyday life. This belief has been recognized globally, and more and more education systems integrated computational thinking into their compulsory education in recent years. Game-based learning (GBL) is one of the pedagogical frameworks used by educational units to develop CT skills. This study was conducted by reviewing the literature from 20 studies that provide empirical evidence of the use of game-based learning to develop computational thinking. This study used a literature review method by adapting Brennan and Resnick's framework to identify CT abilities expected to develop in game-based learning. The main finding in this study identified CT skills that can be obtained from the use of game-based learning based on the framework mentioned above. Additional CT skills not listed or explicitly stated in the framework were also included. Furthermore, this study also discusses the development of student learning motivation during learning activities using game-based learning. [ABSTRACT FROM AUTHOR]

Tutor robots are becoming an integral component of our society and have a great potential in being utilized as a learning tool in education settings. The role of tutor robots is variating towards in learning such as assisting teachers to teach but give students greater control of their own learning. The purpose of this study is to investigate the effects of tutor robots in a primary-level math class, examining students learning gains, interest, and motivation. This study also aims and focuses on how game-based learning mathematics using robot tutors can be used to help in the delivery of mathematical lessons in the classrooms. A total of 35 students aged between 8 and 10 were randomly selected from two schools for this study to solve a range of mathematical problems using the robot. The MSLQ and MAMQ questionnaires were used to collect data about students learning motivation and metacognitive awareness. Our findings suggest that in general, students showed excitement and fully participated in all the game-based learning activities with the tutor robots in math class. The results indicated that students had high motivation to learn mathematics through games-based learning using with the tutor robot. More than 60% of the students showed improvements in their learning gains pre and post-test. It was also observed that the learning environment influenced students overall learning gains. Overall, the students had a short exposure to the game-based learning. There is a high probability, based on the results thus far, that with a longer duration with different games and tutor robot functions, the students can further improve their performance and maybe the catalyst to help sustain their interest in mathematics in the long term. [ABSTRACT FROM AUTHOR]

PISA 2018 data shows that the scientific literacy of Indonesian students is still below average. Scientific literacy needs to be trained because it is a prerequisite for survival. Climate change is one of the contexts of global threats that require scientific literacy. Digital Game-Based Learning (DGBL) is interactive entertainment that includes serious learning by utilizing pedagogical digital educational games. But the development of learning media based on contextual problems integrated by Science, Technology, Engineering, and Mathematics (STEM) is still minimal. This study aims to develop and test the feasibility of DGBL based on Problem Based Learning (PBL)-STEM to stimulate students' scientific literacy in climate change analyzing activities for junior high school students. The ADDIE model was applied in this study has 5 stages: (1) Analysis; (2) Planning; (3) Development; (4) Implementation; (5) Evaluation. The instruments used in the study are media validation questionnaires, material validation questionnaires, and DGBL readability questionnaires. Validation results by a teacher as a material expert and a lecturer as a media expert show DGBL has a feasibility percentage of 80% so that it belongs to a decent category. Readability testing by 35 students also showed that DGBL has an average readability percentage of 81% so it can be categorized very well. Therefore, DGBL based PBL integrated by STEM belongs to the category of feasible so that it can be applied to stimulate the scientific literacy of junior high school students in activities analyzing climate change in order to be followed up with product implementation practices in the classroom. [ABSTRACT FROM AUTHOR]

Despite the exponential success of using creative gaming concepts in the educational context to encourage active learning, engage people and solve motivational problems, there is an emerging body of research work arguing that gamification is not successful to improving either student participation or learning outcomes. This research paper proposed a new gamification assessment model to investigate how gamification can first impact student learning interaction, student's satisfaction, increasing student's motivation, student's engagement, and addressing needs of student. In order to encourage students to answer questions relevant to their taught modules, a question board is designed and implemented where academic staff can also contribute and validate the most correct responses. In order to investigate the gamification effect over time, the acquisition of data is carried out. The gamified platform was incorporated with a university's online e-learning portal where e-learning adoption is considered extremely weak. The findings obtained have shown that gamification can be seen as a powerful tool for enticing users to use educational systems and increasing their interactivity and interaction. [ABSTRACT FROM AUTHOR]

Computational thinking is one of the skills that gained attention in the 21st century. Several countries have included computational thinking in the curriculum at almost every level, from pre-school to university. There are two types of activities found when practicing computational skills in the classroom: unplugged and plugged. The most common activity found when unplugged and plugged is using a game learning environment or game-based learning. Despite many articles on the adoption of game-based learning in computational thinking skills, there may still be a deficiency of explanations for implementation at the middle school level. Therefore, the study used a literature review method that analyzed journal articles and books from trusted databases using keywords related to recent periods. This study obtained three main topics: learner as player vs. designers, teachers' skills in a learning environment of the game, and assessment of learning. The study's findings revealed that the game activities and learning assessments used determine the computational thinking ability. Future teacher competency training, particularly computational thinking in a game-based learning environment, must be well planned. [ABSTRACT FROM AUTHOR]