Currently in the society, technology has been developed remarkably, following that, most of the daily activities in our life also get elevated. As one of the most prominent examples, the method of using gamification in education should be mentioned. We have seen Doulingo make their way in education by using gamification, having points, progress bars and sending users and learners motivations to keep on learning, they would be the most successful example set out for gamification in education. But not just that, classrooms nowadays also use gamification in learning, like learning cards, Kahoot, … “Educational gamification can add an external motivation factor in the learning process (Buckley & Doyle, 2014 cited by Sánchez-Martín et al., 2017, p.52), mainly due to the fact that an alternative framework for the educational challenge is built up on the basis of creativity behaviour”, we used to using textbook for studying and it seem like a bunch of boring method to approach the knowledge but at the moment, by applying gamification in the education, students are allowed to be creative, more active to the way they work and study, they tend to competitive more in class instead of just write and listen to the teacher words. “Students should face the academic subject not only as a job to do, but as a game to play” (Sánchez-Martín et al., 2017, p. 52), “Gamification connects directly with the student’s interest centre and generates a positive attitude towards the study task. When asked about previous positive academic or instructional experiences, it is very common obtaining responses from students like ‘That teacher was great, he/ she taught us as it was a game’, ‘We learned as we were playing’ or ‘His lessons were as she was telling us a tale’. “(Sánchez-Martín et al., 2017, p. 52), Gamification can be a game changer in education, remove the old style of learning and add on a better method of studying for students, and most of the response from the students was tend to be positive, they react better than the same way they used to be taught back in the day, they will not treated studying like a task but more like passing a game level. “Gamification as an engaging tool in the educational process can be used to overcome emotional rejection that usually science and technology issues make arise amongst the students, specially those that did not chose these contents in the Secondary Education Stages” (Dávila-Acedo, Borrachero Cortés, Canada Canada, Martńez Borreguero, & Sánchez-Mart & n, 2015 cited by Sánchez-Martín et al., 2017, p. 52), students tend to dull with the subject that they are not interested in or they are not the best at, but by using gamification, it is an useful tools to let students engage more into studying, instead of step in aside or need enforcement from the teachers or the parents. “The perspective of self-determination focuses on the social-contextual conditions that facilitate versus forestall motivational processes” (Sailer et al., 2013), by observing the experiment that they have done in the academic resource, I have figured that the motivation that exists in the experiment must be self determination since students tend to compete with each other, rather than working in the group to win the game. “Players are likely to be motivated if they experience the feeling of competence (Sailer et al., 2013), students are more likely to study better and more when they compete with each other, rather than team working with each other and completing the game. This might need adjusting with the game so that they understand that working in a team brings out more of the success than working by yourself.
Youtube link: https://youtu.be/wDjF3cVBYvI
Subiyanto, K. (2020). Delighted female friends with laptop and smartphone
https://www.pexels.com/photo/delighted-female-friends-with-laptop-and-smartphone-4353618
Subiyanto, K. (2020). Young ethnic woman connecting smartphone and smart watch.
https://www.pexels.com/photo/young-ethnic-woman-connecting-smartphone-and-smart-watch-4428985
“Le piano” by Torley on Piano is licensed under CC BY-SA 3.0.
Reference list:
Sánchez-Martín, J., Cañada-Cañada, F., & Dávila-Acedo, M. A. (2017). Just a game? Gamifying a general science class at university. Thinking Skills and Creativity, 26, 51–59. https://doi.org/10.1016/j.tsc.2017.05.003
Sailer, M., Hense, J., Mandl, H., & Klevers, M. (2013). Psychological Perspectives on Motivation through Gamification. Interaction Design and Architecture(S), 19, 28–37. https://doi.org/10.55612/s-5002-019-002
Subiyanto, K. (2020). Cheerful black kids resting on bed in morning. https://www.pexels.com/photo/cheerful-black-kids-resting-on-bed-in-morning-4544906/
Krukau, Y. (2021). Children Sitting on Chairs in Front of Table With Art Materials.
Fischer, M. (2020). Teacher Talking to the Class.
https://www.pexels.com/photo/teacher-talking-to-the-class-5212338
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