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Education is a pivotal pillar in modern society, and technology has brought about major changes in how students learn. Online learning is becoming an increasingly popular form of education, especially since the coronavirus disease (COVID-19) pandemic broke out. However, the challenge of maintaining student engagement and motivation in online learning environments remains a concern for many educators. This is where the concept of gamification erupts as an innovative solution to this problem. This study aimed to examine the effect of case and project-based gamification models on student engagement and academic achievement in online learning in tertiary institutions. Quasi-experimental post-test only non-equivalent control group design was chosen as the method of this research. The subjects of this study were 117 students from Universitas Pendidikan Ganesha. The instrument used to measure student engagement was a questionnaire developed by researchers with reference to the online student engagement (OSE) indicator; meanwhile, an objective test was to assess student academic achievement. The data were analyzed using a one-way multivariate analysis of variance (MANOVA) technique. The study results show significant differences in student engagement and academic achievement between groups of students taught using case and project-based gamification models and direct e-learning models. Case and project-based gamification models used in online learning were effective in increasing student engagement and student academic achievement.

Gamification can make learning more fun and engaging for students. Software engineering can utilize gamification to help students learn and improve their skills from the complexity of software engineering. This study used quantitative research to examines perceived ease of use, student satisfaction, and perceived usefulness to measure gamification quality, which can have an impact on software engineering intention, namely intention, loyalty, and participation in following and understanding software engineering materials. The data was collected based on an online questionnaire survey, 90 data were collected and then measured and analyzed using SmartPLS 3. The results showed that perceived ease of use, student satisfaction, and perceived usefulness have a significant influence on gamification quality, which also leads to a positive impact on software engineering intention. This research guides teachers and educational institutions that gamification is very successful as a learning medium to simplify complex information to be more interactive.

Mathematics is one of the essential subjects for students because it focuses more on the ability to remember, memorize, and interpret. In addition, gamification in mathematics is excellent since it promotes critical and creative problem-solving and enhances children's metacognitive abilities. This experimental study investigates the impact of digital gamification and metacognitive skills on the mathematical problem-solving capabilities of primary school students. This type of research is quasi-experimental with a pretest-posttest control group design. The number of samples used was 108 students consisting of 55 students in the experimental class and 53 in the control class. The research data was collected with the MAI (Metacognitive Awareness Inventory) instrument for metacognitive skills and problem-solving tests. The data analysis technique used is Two Way Anova. This study yielded several findings. Among them, there are significant differences in students' solving abilities based on the application of gamification in learning. Second, there is a significant difference in students' problem-solving abilities based on metacognitive skills. In addition, there is an interaction between digital gamification and metacognitive skills on students' mathematical problem-solving abilities.

This study aims to obtain the game as a gamification in education that is appropriate to be used for hydrocarbon learning media based on the validity, practicality, and effectiveness of the game. The research method used is the research and development method, the study was conducted in East Java High School-Indonesia. Validity is obtained from the game assessment by the validator. Practicality is obtained from the questionnaire responses of students and observations of students' activities while using the game. The effectiveness is obtained from the learning outcomes of students, the results of students' learning motivation questionnaires, and student retention. Based on the results of the research, the game developed is named "Hydrocarbons Chem-Rush" is declared appropriate as a learning medium on hydrocarbon material. It has better learning outcomes than the control group, students are more motivated to continue playing and learning, students are active during learning, and it can make power of student retention very good.

The designs of gamification platforms are diverse and constantly evolving. Excessive use of various game mechanisms in learning platforms can distract from the learning process. However, the fit of game mechanisms is still uncertain. Thus, this study investigates the effect of achieving fit when implementing game mechanisms on learning outcomes by applying the well-known task-technology fit theory (TTF). TTF is frequently employed to improve fit between tasks to be completed and the technology applied. The findings indicate that achieving gamification fit can reduce the cognitive load of students and result in enhanced learning performance in terms of learning outcomes. Data collected from 266 participants were analyzed using the technique of the partial least squares to validate the developed research model. The findings of this study can aid educators and educational technology designers in identifying the design mechanisms and characteristics that can be used to ensure design fit on gamification platforms.

Aim/Purpose: This study identifies gamification element preferences based on Myers-Briggs Type Indicator (MBTI) characteristics. It measures the influence of preferences on learning motivation through a pre-experimental design of one group pre-test post-test. Background: Incorporating information technology in education has led to the introduction of e-learning, potentially enhancing the learning process. However, adopting e-learning also brings about negative effects that can lead to frustration, confusion, and reduced learning motivation. One strategy that can be used to address this issue is gamification. However, it is essential to note that a universal approach to gamification is not practical as user needs vary. It can result in less-than-optimal learning outcomes. Thus, gamification settings must be tailored to the user's characteristics, such as those identified through the MBTI, to provide a more personalized learning experience. Methodology: This study conducted pre-experimental research in one group, pre-test, and post-test, divided into several stages: problem identification, research instrument design, pre-data collection and analysis, treatment, post-data collection and analysis, and evaluation. Pre-test and post-test were used to measure student motivation towards the gamification elements implemented. This study utilized the MBTI, Academic Motivation Scale (AMS), and gamification preferences questionnaire throughout the pre-data collection and analysis stage. For gamification preferences, this study employed 45 questions representing nine elements of gamification frequently used in training and education. Kendall Rank Correlation Coefficient was used to determine the correlation between MBTI and the gamification element from the gamification preferences questionnaire. Contribution: This research contributes to the body of knowledge in gamification experiments by adding one step in recognizing gamification preferences. The practical contribution to this research is aimed at educators in maximizing Moodle by considering the gamification element preference recommendations based on the MBTI type. Findings: The analysis revealed that the gamification preferences of fourteen MBTI types were predominantly associated with extrovert types. Collection and Leaderboard elements showed the highest correlation with MBTI. The effect of gamification was assessed during the treatment stage to evaluate its impact on learning motivation for the dominant MBTI type. Pre-test and post-test measurements of learning motivation show changes that are dominated by the intrinsic motivation dimension. Recommendations for Practitioners: This research is valuable for offering guidance to educators and practical insights to developers into integrating gamification effectively by taking gamification preferences based on MBTI. Tailoring gamification elements based on MBTI creates a more engaging learning experience for every user, ultimately enhancing motivation for learning. Recommendation for Researchers: This study contributes one step to experimental research, mainly focusing on the preliminary identification of gamification preferences based on MBTI. Using the gamification preferences, researchers can broaden the experimental scope and provide validation evidence from quantitative research. This approach supports the robustness of the recommendation gamification elements. Impact on Society: This study presents findings on gamification elements aligned with MBTI characteristics. These findings can be used as strategies for implementing personalized gamification in e-learning to the diverse needs of students, fostering a more tailored learning ecosystem and ultimately advancing education. Future Research: We could expand the identification of gamification preferences in various management learning media to explore the use of gamification elements. Further surveys can be done by increasing the number of respondents from other majors and universities so that more respondents can represent each type of MBTI. This addition will contribute to the data's characteristics, enabling a more comprehensive gamification preferences analysis. Conducting experiments involving adaptive learning media to align gamification with personality-based preferences, ensuring that the gamification experiences align with personality-based preferences. Multiple groups with varying treatments can carry out experiments that validate gamification preferences.

Aim/Purpose: This research explores the design and development of a gamified Massive Open Online Course (MOOC) aligned with the Self-Directed Learning (SDL) approach. The focus is addressing challenges to foster autonomous learning within the MOOC context. Background: MOOCs have emerged as a prominent platform for global education; however, they face ongoing challenges, particularly in their capacity to facilitate SDL effectively. Despite their popularity, there are gaps and limitations in existing MOOC designs that hinder the cultivation of autonomous learning. This research seeks to bridge these gaps and enhance MOOCs' ability to support SDL through systematic design improvements and the strategic integration of gamification elements. Methodology: In this study, we adopt the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) instructional design model as the foundational framework. It begins with the Analysis phase, which includes a comprehensive literature review and a questionnaire administered to 41 undergraduate students to gain insights into learner preferences. The Design phase follows, where we develop an innovative MOOC framework enriched with gamification elements. This framework is then implemented and tested during the Development and Implementation phases. Finally, during the Evaluation phase, field testing of this framework is conducted with a limited-scale participant group. Contribution: This research makes a substantial contribution to the academic field and profession by systematically addressing identified gaps and limitations in MOOC design. It delves into the crucial role of MOOCs within the self-learning environment, emphasizing their significance in catering to self-directed learners. Additionally, this research sheds light on the transformative impact of gamification on MOOCs. By showcasing how the ADDIE model can be effectively utilized, this research not only addresses existing challenges but also advocates for the optimization of MOOCs to better serve and empower self-directed learners. Findings: Our study has unveiled a transformational shift in MOOCs. Through the effective integration of gamification, we observed changes in learner engagement, motivation, and the cultivation of SDL behaviors. Participants experienced a substantial increase in their enthusiasm for learning, which led to improvements in their ability to take charge of their learning journeys. This was not merely a superficial enhancement but a profound shift that left participants consistently expressing heightened satisfaction and a deep sense of accomplishment. Recommendations for Practitioners: Our findings strongly advocate for the adoption of a systematic approach to MOOC design. Practitioners should consider leveraging the ADDIE instructional design model, as demonstrated in our study, to elevate MOOCs to new heights. By strategically incorporating gamification elements, MOOCs can become powerful tools for enhancing learner engagement and fostering autonomous learning. This transformation will not only benefit individual learners but also contribute to the broader landscape of online education. Recommendation for Researchers: Researchers should delve deeper into the realm of gamification within MOOCs. The potential for refining and optimizing specific gamification strategies, especially within the structured framework of the ADDIE model, is an area ripe for exploration. Additionally, there is a need for nuanced research that delves into tailoring MOOCs to cater to self-directed learners' unique needs. By doing so, we can continue to drive the boundaries of knowledge in online education and offer more effective solutions to learners worldwide. Impact on Society: Our study transcends the confines of academic inquiry and holds implications for society. By harnessing the power of gamification within MOOCs, we can enhance online education. This means not only making education more accessible but also rendering it more engaging and effective on a global scale. Our findings have the potential to democratize learning, empower learners, and ultimately contribute to a more educated and skillful society. Future Research: Future investigations should embark on a journey to uncover the long-term effects of gamification in MOOCs. Moreover, exploring the scalability of these approaches and their influence on diverse learner populations is paramount. As we move forward, the focus should remain on refining and expanding our understanding of how gamification, within the structured context of the ADDIE instructional design model, can continually optimize the landscape of online education.

Although digital game-based learning (DGBL) has the potential to enhance learning motivation and complex cognitive skills of students, its adoption and effectiveness are heavily dependent on lecturers' acceptance. Comprehending lecturers' perceptions and beliefs underlying their decision-making processes is therefore significant. This study examines factors determining the intention of accounting and business lecturers in Indonesia to use digital games in their courses using an extended Technology Acceptance Model (TAM). Based on data collected from 258 lecturers, the research model is analyzed using PLS-SEM approach. The results show that the proposed model can explain 52.4% of the variance in accounting and business lecturers' behavioral intention to use digital games in class. Particularly, both perceived ease of use and usefulness are the factors significantly determining lecturers' intention. However, DGBL frequency negatively moderates the positive effect of perceived ease of use on lecturers' intention.

During the pandemic, the 2019 novel coronavirus disease (COVID-19) has had a tremendous and massive impact on the entire cross-level education system in Indonesia and the global realm. This study aimed to look at the reflections of gamification activities that are used as a formative assessment tool in learning environments based on academic accomplishment and teachers' engagement. The existing resource presented in this study in the form of 'Quizizz' can effectively transform formal education patterns into online education patterns assisted by virtual classrooms and other online learning media for the evaluation process. The method used in this research is phenomenology to investigate the perspectives and experiences of Indonesian secondary school teachers about remote Quizizz evaluation during the COVID19 pandemic to determine the teacher's perspectives and experiences for media utilisation strategies in the online evaluation. The results of this study indicate that in learning activities during the COVID-19 pandemic, training is needed for teachers to respond to and overcome problems related to changes in the online evaluation process in the education system. Identifying teachers' perspectives and experiences for an online-based evaluation process during the pandemic will contribute positively to achieving maximum student-learning goals and outcomes.

Online learning is an obligation in teaching and learning activities during the Coronavirus disease (COVID-19). Game-based learning is a solution in improving student learning outcomes. This research aims to determine the level of acceptance of gamification in terms of Gamification quality (GQ), instructor characteristic (IC), and technology anxiety (TA). The target respondents were students taking information systems courses based on enterprises resources planning (ERP) Gamification. The sample used is a census. That is, the entire population is taken as a sample. A total of 93 students filled out the online questionnaire. Then, data analysis using Structural Equation Model - Partial Least Square (SEM-PLS). Student satisfaction (SS) and perceived ease of use (PEOUG) are the most influences. PEOUG is also the construct that has the most significant relationship impact, especially with the perceived usefulness (PUG). Meanwhile, two constructs do not significantly impact TA on PUG and PUG on Intention to use gamification (INTG). The obligation of students requires students to ignore the impact and function of gamification. The results of this research also show that technology acceptance model (TAM), the constructs IC, TA, and GQ have a positive effect on PEOUG. Then PUG and PEOUG can positively affect SS.

This research intends to improve the French grammar level for Indonesian students. We carried out a quantitative method to implement gamification reinforcement in an informal cooperative learning (ICL) group. The instrument used was a questionnaire. This study uses gamification and ICL for communication tools to improve the French language's grammar. It is primarily for tenses since Indonesian students from the French department still have problems writing and speaking French. Because of this, they often use their mother language. The purpose of this study is designed as a communication tool to enhance the French language's grammar, especially for tenses. In this manuscript, we used five students as participants. The combination of an ICL Group and gamification indicated that students' performance, motivation, and enjoyment of the learning process increased. The application of new technology may help to improving the quality of teaching and learning in the classroom and make it fun.

Purpose: This study aims to construct a scale and identify the factors that might affect the implementation of gamification and Bloom's Digital Taxonomy-based assessment of students' learning, guided by the Goal-Setting Theory. Design/Methodology/Approach: This study used a sequential exploratory mixed-methods design where data were collected qualitatively via interviews (n = 18) and field notes. Quantitative analysis was then applied via questionnaires (n = 96). Findings: Four major themes emerged following thematic analysis of the observation notes and interview data: learning engagements; understandable learning goals; friendly competitions; and interactive learning feedback. A scale consisting of 32 items was developed based on the qualitative data. The quantitative data were then collected to evaluate the scale's factor structure using maximum likelihood exploratory factor analysis with Promax factor rotation. The final version of the scale had 29 items. The authors verified the alpha coefficients for each element and the entire hierarchy, ranging from 0.94 to 0.98 for the factors. The total scale was determined to be 0.96, and the Item Content Validity Index was considered valid. Originality/Value: The scale developed in this study is expected to inform future research and guide educators who wish to incorporate contemporary digital pedagogies in a different context. This study could also be beneficial to researchers who aspire to perform research on Goal-Setting Theory in the educational context.

The efficacy of gamification-based Learning Management Systems (LMS) in facilitating English as a Foreign Language (EFL) learning is an area of growing interest. However, a critical gap exists in comprehensively understanding how these platforms influence self-directed learning (SDL) among EFL students, particularly regarding self-management, self-motivation, and self-control. To address this lacuna, this study employs a survey design involving 50 EFL undergraduate students from STKIP PGRI Sidoarjo, a private university, in Indonesia. Grounded in Garrison's SDL Framework, the research evaluates the impact of gamification on SDL dimensions within the LMS milieu. The data were collected through a questionnaire for quantitative analysis and interviews for qualitative insights. Findings unveil a nuanced landscape: while gamification initially boosts engagement and motivation, sustained self-management and control pose challenges. Implications underscore the imperative for tailored interventions to fortify SDL competencies within gamified environments. Recommendations advocate for the integration of personalized feedback mechanisms and collaborative features to scaffold EFL students' SDL skills amidst gamified platforms. [ABSTRACT FROM AUTHOR]

The low-education index also causes the low level of Indonesia’s competitiveness in the ASEAN Region in Indonesia. A strategy to improve the quality of education in Indonesia is needed. One of these strategies is technology-based learning media innovation. This is known because of the inability of existing learning media to meet the learning needs of students in conditions of swift technological development. So, it is necessary to increase the effectiveness of learning with the technology-based, problem-based learning (PBL) method. One of the efforts that can be made is the gamification of ubiquitous-based learning media. This can also be an open-world learning metaverse conversion initiative in the world of education. The approach used in this study is a quantitative approach, which is significant in the effectiveness of the use of gamification of ubiquitous-based learning media applications on students’ interest in learning and mastery of the material. This study involved 100 application users, in this case, university students, who took business and management courses at various universities in East Java. The results of this study indicate that students have an interest in learning by participating in business and management courses and are able to improve material mastery when using gamification applications from ubiquitous-based learning media. From the results of this study, it is hoped that the application of gamification of ubiquitous-based learning media can be an alternative media learning for business and management courses and can be an open-world learning metaverse conversion initiative in the world of education. [ABSTRACT FROM AUTHOR]

Nowadays, digital technology is a vital aspect of teaching. Therefore, it is essential for pre-service teachers of English as a foreign language (EFL) to develop an identity that fits the current needs. In response to this demand, this study aims to explore pre-service EFL teachers' identities in relation to digital technology, particularly gamification. This study employs Wenger's social theory of learning, especially the Engagement, Imagination, and Alignment modes of belonging. This study involved four pre-service EFL teachers from two different contexts in Indonesia. Data on participants' involvement in digital gamification were collected from the written history records of the participants and semistructured interviews. Data collection during seven weeks of the participants' teaching practice were analyzed to grasp how digital gamification influenced the development of their identities as pre-service EFL teachers. The findings indicate that the participants encountered identity struggles in using digital gamification to negotiate their identities while accomplishing teaching practice in placement schools. Likewise, they claim to have developed a number of identities such as contemporary, tech-savvy, innovative, and up-to-date pre-service EFL teachers. The results of this study assert that initial teacher education would benefit from focusing on the identities of pre-service EFL teachers. This implies that pre-service EFL teachers need to continually maintain their ever-changing digital identities and that schools need to provide pre-service EFL teachers with additional technological resources. [ABSTRACT FROM AUTHOR]

The purpose of the current study is to enhance students' literacy and numeracy using mobile game-based learning with augmented reality (ARGBL) in chemistry and biology. In this quasiexperimental design, 714 10th and 11th grade students from five high schools in Indonesia were recruited as participants. To gather the data, the Chemical Literacy and Numeracy Test (C-LNT) and the Biological Literacy and Numeracy Test (B-LNT) were administered to the treatment and control group (CG) students. Quantitative data were then analyzed using descriptive statistics and t-tests. The results highlighted that the treatment group students who were instructed using ARGBL had higher literacy and numeracy scores than the comparison group students who were taught using PowerPoint (PPT) slides. This indicates that ARGBL is effective in promoting literacy and numeracy among high school students in chemistry and biology. Thus, we suggest teachers apply ARGBL to elevate students' literacy and numeracy to a satisfactory level. [ABSTRACT FROM AUTHOR]

Indonesia was one of the countries that successfully survived the COVID-19 pandemic. The pandemic has provided good lessons, especially in the education sector, and it has provided new ways of overcoming problems in education, especially in art and design. In this paper, I will share experiences related to Personal Learning Services based on gamification and the implementation of immersive learning based on Augmented Reality, which was developed at the Department of Art and Design at the State University of Malang in Indonesia. This research was developed for primary education students in Indonesia, especially in Malang City, East Java. The contribution for this article was as follows: 1) developed some research to solve the learning problem impact of COVID-19; 2) with the software, media, and game specialization group in the art design department conducted several studies in the form of Personal Learning Services and immersive learning. In the discussion of Personal Learning Services based on gamification, the study aims to improve the quality of children’s characters by displaying background designs in several main locations in Malang. This research includes several minigames that attempt to increase children’s discipline, routine, and consistency. Related to implementing immersive learning based on Augmented Reality, is research to introduce characters in wayang panji to children. This study develops Augmented Reality technology without markers to make it easier for users to learn without fear of losing the marker, which has been a problem in AR. This research, according to the survey with the statistical tests result shows that it is a feasible solution to apply to the learning process. [ABSTRACT FROM AUTHOR]

This study aims to determine the impact of student performance and perceptions of those taught with a gamification learning approach compared to students in rote classes on their academic reading comprehension during COVID 19 Post-Pandemic 2021 in Indonesia's New Normal learning setting. A quasi-experimental study design with pre-test and post-test control groups was used. Students are allocated to one of two versions of the program's learning environment at random: the gamified version or the original non-gamified version. The results of the pre-post test through the Independent Sample T-Test found a significant value which proved that the Gamification Learning Technique was also more effective than the rote learning method. Questionnaires were used to collect data regarding opinions related to gamification elements and it was found that most students chose "strongly agree" to "agree" with positive statements about research. In conclusion, gamified learning is recommended to make learning more enjoyable, even without fully solving some of the motivational challenges students face. [ABSTRACT FROM AUTHOR]

This study aims to obtain the game as a gamification in education that is appropriate to be used for hydrocarbon learning media based on the validity, practicality, and effectiveness of the game. The research method used is the research and development method, the study was conducted in East Java High School-Indonesia. Validity is obtained from the game assessment by the validator. Practicality is obtained from the questionnaire responses of students and observations of students' activities while using the game. The effectiveness is obtained from the learning outcomes of students, the results of students' learning motivation questionnaires, and student retention. Based on the results of the research, the game developed is named "Hydrocarbons Chem-Rush" is declared appropriate as a learning medium on hydrocarbon material. It has better learning outcomes than the control group, students are more motivated to continue playing and learning, students are active during learning, and it can make power of student retention very good. [ABSTRACT FROM AUTHOR]

Communication between teachers and students is not limited to the physical classroom but has shifted to include the online classroom. A learning management system (LMS) is an app or software that aids in administration, documentation, finding materials, reporting on an activity, and providing online teaching and learning materials. The purpose of this research is to build a Learning Management System (LMS) which features gamification of appreciative inquiry. Gamification motivates students to learn and makes it easier for teachers to provide materials and give assignments to students. The study was carried out using the waterfall method. The waterfall method includes analysis requirements, system and software design, implementation, and unit testing. [ABSTRACT FROM AUTHOR]

In a highly competitive industry, it has been a best practice that dynamic capabilities guide technology firms to cope with challenging situations. Meanwhile, knowledge creation enables the firm to condition the success and continuity of innovations, entrepreneurial orientation to support companies in winning the competition, and gamification to engage employees in a collaborative way towards better firm performance. This study examines how technology companies can improve their performance using gamification, knowledge creation, and entrepreneurial orientation. To test the proposed model, we collected data using a questionnaire survey of 124 technology companies in Indonesia. The theoretical model used structural equation modeling (SEM) with SmartPLS 3. The results show that all constructs have a direct and positive relationship, except for the direct relationship between gamification and firm performance. Thus, entrepreneurial orientation and knowledge creation are essential components of technology companies that mediate the effect of gamification on firm performance. This study provides a theoretical and empirical basis for the antecedents of technological firm performance. [ABSTRACT FROM AUTHOR]

Lecturers in Indonesia face the challenge of presenting interesting lectures so that they can improve student achievement. One way that can do is to integrate gamification elements in the learning process. The application of gamification to the learning method can be made using a platform, namely Kahoot! This study focuses on evaluating Kahoot! as a learning method that is useful and enjoyable for students in Indonesia, especially during the Covid-19 pandemic. The results of this study can be used to determine the continued use of Kahoot! as a learning method that combines gamification elements to improve student achievement. This study obtained data from a questionnaire distributed to 301 respondents who were students in Indonesia. The data acquired will be processed with Partial Least Square-Structural Equation Modeling (PLS-SEM). This study evaluates the constructs of Competitiveness, Challenge, and Enjoyment which are elements of gamification. In addition, this study also assesses the constructs of Perceived Usefulness, Satisfaction, and Individual Impact. The results of this study, Competitiveness, and Enjoyment are proven to affect Continued Used through the construct of Perceived Usefulness. Meanwhile, Enjoyment affects Individual Impact through the Satisfaction construct, while Satisfaction affects Individual Impact. This study also produces recommendations for lecturers who will use Kahoot! in the learning process. [ABSTRACT FROM AUTHOR]

Educational games have great potential for learning, however the potential of user-generated microgames for supporting learning is still not completely understood. The present study reviews the design quality of user-generated microgames based on microgame design fundamentals and explores the potential of the games for facilitating learning from the perspective of elementary teachers in terms of the strengths, weaknesses, opportunities, and threats. This is exploratory research organised within the GeoGebra application and with the participation of elementary teachers in Indonesia. The study found that the games met the microgame design fundamentals but the mechanics and aesthetics were in need of some improvements. The major strength of the games is simplicity for learning, however their user interfaces are their major weakness. Learning resources and environments in Indonesian elementary schools are relatively supportive of games integration into learning processes whilst senior teachers and rural areas are less so. These findings suggest users should pay more attention to audios, visuals and special effects as well as winning conditions when creating microgames in open platforms. It is of pivotal importance to provide playing instructions and games that fit to mobile screens. Furthermore, teachers have to carefully select the games and consider the context before utilising user-generated microgames for assisting learning. [ABSTRACT FROM AUTHOR]

This research aims to explore the effectiveness of using computer-assisted games as a learning media to improve the quality of learning in Chemistry. The research was conducted in Indonesia on high school students in three separate classes or groups, in three separate schools that were randomly selected. There were three stages of data collection -- the pretest at the start of learning, continuous observations during the learning, and the post-test after the learning has completed. The responses obtained were analysed and compared between the control group and experimental groups that use gamification as the learning media. The results of the pre-test and post-test showed that learning activities and learning outcomes in the experimental groups have reached classical completeness. The contribution of this research provided evidence that gamification is an effective medium of instruction for teaching and learning of Chemistry. [ABSTRACT FROM AUTHOR]

The purpose of this research was to determine the response of teachers and students towards the use of computer-based games as medium for learning sciences. Data was collected from students in two classes of grade nine junior high school in Surabaya, East Java, Indonesia, through observation, questionnaire, and interviews. Science learning using games media was performed on atomic subjects by respective science teachers. Additional worksheets were also given to be used by students. Results showed that 87.50% to 100% of students supported the use of computer-based games as science learning media to achieve specified target. Based on statistical test, significant difference was found between pretest and posttest scores. On the other hand, teachers believed that the use of gamification was very good because it enabled students to play while learning. Therefore, it had the ability to prevent them from participating in less educational games. The use of computerized games as science learning media was highly accepted due to its ability to increase student's learning activities, complied to target of classical completeness. Hence, teachers need to have a thorough understanding of ways to operate the game on computer, as effort to improve science learning. [ABSTRACT FROM AUTHOR]

Based on the data, it is known that the average score from the evaluation aspects of the learning design reached in the very good category. This figure according to the results of the conversion from quantitative data to qualitative data, which means that the learning design of gamified problem-based learning developed is feasible to be applied in learning. The purpose of writing this article is to develop an appropriate gamification model in tertiary institutions which links gamification theory and problem- based learning into a new model that will later be combined with existing learn- ing media to become more effective and interesting when applied in each course. Research on learning design models can be classified into three types: model development, model validation, and model use. This study discuses two points above, which are based on research methodologies for model development and model validation where learning models are developed either practically or theoretically. In theory, the cause is based on the literature related to the model that is to be developed, being practical because it must be based on a learning design that is suitable for real life. The gamified problem-based learning design model has been based on literature and has projected real-life learning needs. In the results, it is known that the effectiveness and attractive- ness of the design of gamified problem-based learning as teaching material in the form of theory and practice have shown results in the excellent category which means that this learning design is feasible to be applied in learning. [ABSTRACT FROM AUTHOR]

Heritage tourism is a trip traveling in certain areas that have historical value and ancestral heritage, such as temples, museums, palaces, etc. Indonesia is a country that has diverse historical heritages that have the potential to be developed because there are historical sites and are considered as tourism potential. The purpose of this study is to utilize gamification to explore tourist attractions and provide an explanation of historical knowledge to visitors. The method of gamification can be used to provide knowledge and exploration experience on heritage attractions. The proposed application design is a mobile application design with a gamification approach consisting of game mechanics and game dynamics, which can be used to facilitate tourists to get information and travel experiences to explore heritage tourist attractions. This research was conducted in 3 temples in Indonesia, namely Gedongsongo temple, Prambanan temple, and Borobudur temple. The prototype design test was conducted on 100 tourists who visited 3 of the temple's tourists. The evaluation result 86% of users agree with the proposed prototype design. Based on USE evaluation, it shows that this research was successful in designing prototype legacy tourism mobile applications to explore temple tourism. The design of this application is suitable for users based on four variables: Usability, Ease of Use, Ease of Learning, and Satisfaction. [ABSTRACT FROM AUTHOR]

In 2018, public interest in Indonesia tourism reached 303 403 888 people. The benefits of tourist destinations in Indonesia finally form three patterns, namely natural, cultural, and human-made. City and village tourism are very popular with the community because of the high interest of the community to capture the moments of Instagram able and viral tourism spots. One of them is village tourism. For people who are educated with life in the village, it is necessary to make it more interesting with gamification. In this study, the aim was to change the pattern of visitors' activities, which initially only took pictures but were also invited to explore the village potential through a mobile application. Also, this study is used to improve and help preserve and introduce village tourism potential. Gamification can be an alternative to developing village tourism potential. A common occurrence in tourist villages is a lack of management innovation to add village tourism potential to visitors further. So, we design mobile village tourism for village education. This activity is an education that contains planting plants. The results of this application are of rice planting and fruit picking games. Each set consists of two levels. Level 1 includes educational games and level 2 games about team cohesiveness. Each game will offer a reward. The rewards that we design are based on prizes that are liked by elementary school students. [ABSTRACT FROM AUTHOR]

Recently, game-based multimedia development has been increasing rapidly. Game-based multimedia is not only used for entertaining but also for teaching and learning process. Meanwhile, for the majority of elementary school students, numeracy learning is still considered as a difficult subject to be learned and has not attracted students' interest because it still uses vertical methods. The objective of this research is to examine the implementation of game-based multimedia in learning horizontal numeracy. In this game-based multimedia, horizontal numeracy material is presented in the form of a game. Horizontal numeracy material begins with addition, subtraction, multiplication, and division. Game-based multimedia is implemented to 20 students in grade 3 elementary schools in Bandung, Indonesia. Subsequently, the way students learn the materials and their learning outcomes are explored after using this multimedia. The results show that the students can learn horizontal numeracy excitingly; moreover, they can easily understand the concept of horizontal numeracy quickly. It is indicated by the increasing of average post-test value. [ABSTRACT FROM AUTHOR]

The rate of crime incidence in Indonesia is quite high. Some efforts to prevent crime and to create community safety have been already conducted. However, the information technology has not been implemented yet. CrimeID could be a technology tool for both individual and collective crime prevention. The citizen could participate individually as a crowd to annotate the crime data from news article through the crowdsourcing platform using gamification concept. The collected data could be used to raise the awareness among community members of the crime that happens surrounding them by using the location-aware system. [ABSTRACT FROM AUTHOR]

The purpose of this research is to develop an interactive learning media application by using gamification approach in smartphone, to help the blind children to improve interest and enthusiasm for learning, and increase their understanding of the material presented. Moreover, the current conditions for the unavailability of interactive learning media for blind children in Indonesian. The process of developing this application uses the Game Development Life Cycle (GDLC) method which consists of initiation, pre-production, production, testing, beta, and release. This application has been tested on several respondents. From this study, developing the useful application, easy to use, and accommodates all their needs. [ABSTRACT FROM AUTHOR]

The purpose of this research is to combine multimedia elements and mathematics learning material to a mathematic learning interactive application. Research and design methodology that used is Game Development Life Cycle (GDLC) which consist of initiation, pre-production, production, testing and release. Content inside the game is made using gamification and expert system concept. The result of this research is an interactive learning game to support student to understand mathematic materials. The purpose of this application is to help student to learn mathematic in an interactive and interesting way, to deliver mathematic material easily. [ABSTRACT FROM AUTHOR]

The purpose of this research is to assist the elementary visually impaired students to learn to type a word, where the students are initially unable to utilize the computer, thus requiring the application to help the learning process. The process of applying gamification is included understanding the target audience and the context, defining learning objectives, structuring the experience, identify resources, and applying gamification elements. Some typing applications for visually impaired people are consuming braille, touchscreen, and delivered in English. As for some educational-based gamified applications have not supported typing for the blind children especially in Indonesia. Therefore, in this contribution, a novel gamified application for typing is presented. Moreover, this application is delivered in Indonesian language. As a material for typing, this application consumes questions based on the curriculum applied in Indonesia. This model is developed with utilized the Game Development Life Circle (GDLC) method which includes initialization, pre-production, production, testing, and release. The application has been tested on several respondents. The respondents believe that this application is valuable, easy to use, and easy to understand. [ABSTRACT FROM AUTHOR]