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Cited by 28Educational Games and GamificationDigital Games and MediaMultimedia Learning Systems

The affiliation between student achievement and elements of gamification in learning science

Sanmugam, Mageswaran, Abdullah, Zaleha, Mohamed, Hasnah, Aris, Baharuddin, Zaid, Norasykin Mohd, Suhadi, Salihuddin Md·2016·2016 4th International Conference on Information and Communication Technology (ICoICT)
DOI 10.1109/icoict.2016.7571962
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Abstract

Gamification is a new form of approach that is being looked into in the world of education. With its game elements that relates to the needs of the current generation of users whose life is entangled in the world of technology. Yet the use of technology is not a one size fits all deal; thus it is important to identify how certain gamification elements influences students. This is vital point that needs to be understood before endeavouring further into the infusion of gamification in education. When achievement in academics is a norm in traditional learning; it thus becomes the benchmark of the students when it comes to assessing the level of their understanding. Therefore it is important in understanding the affiliation between student's achievement and gamification elements. A mixed method research was carried out with a group of 29 students in a secondary school in the southern Malaysian state of Johor. The subject chosen for this research was Science. The findings showed that game elements helped change the perspective of students when it came to learning with the help of technology; especially game elements. Most students related to badges as motivational push to strife harder in learning as it can be used a qualitative form of reward, as opposed to points and leader board. Despite this, there were students whom found that other gamification elements were relevant to their learning process as well. Hence, the importance of each game element is key in making gamification based learning a success.

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  • Three studies (Wasson et al. 2013; Grivokostopoulou et al. 2016; Sanmugam et al. 2016) were excluded from the analysis to avoid bias after the forest plot showed extraordinarily large effect sizes.

    “Three of the studies (Wasson et al. 2013;Grivokostopoulou et al. 2016;Sanmugam et al. 2016) were excluded from the analysis to avoid bias after the forest plot; displaying the effect sizes for the analysis of cognitive learning outcomes showed that the corresponding effect sizes were extraordinarily large (see Fig. 2).”

    From The gamification of learning: a meta-analysis (2020) · cites this paper as Sanmugam et al. 2016

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Authors
Sanmugam, M., Abdullah, Z., Mohamed, H., Aris, B., Zaid, N. M., & Suhadi, S. M.
Affiliations
University of Technology Malaysia (MY)
ORCID
Venue
2016 4th International Conference on Information and Communication Technology (ICoICT)
Publisher
IEEE
Published
2016-05
Pages
1-4
DOI
10.1109/icoict.2016.7571962
OpenAlex
W2521415996
Cited by
28
References
17
Citations by year
2025: 2 · 2024: 1 · 2023: 3 · 2022: 5 · 2021: 3 · 2020: 5 · 2019: 3 · 2018: 2 · 2017: 4
FWCI
8.49
Type
conference paper
Language
en
Open access
closed
Funders
Universiti Teknologi Malaysia
Topics
  • Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
  • Social Sciences › Sociology and Political Science › Digital Games and Media
  • Physical Sciences › Computer Science › Information Systems › Multimedia Learning Systems
Keywords
gamification, academic performance, game elements, science education, badges, points, leaderboards, student motivation, high school students, educational technology

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