Effects of Gamified Learning on Students of Different Player Traits in Malaysia

Autor/inn/en	Sanmugam, Mageswaran; Selvarajoo, Anurita; David, Jeya Amantha
Titel	Effects of Gamified Learning on Students of Different Player Traits in Malaysia
Quelle	In: IAFOR Journal of Education, 9 (2021) 6, S.89-111 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2187-0594
Schlagwörter	Foreign Countries; Game Based Learning; Student Characteristics; Technology Uses in Education; Computer Science Education; Peer Relationship; Social Influences; Educational Technology; Achievement; Cooperation; Teamwork; Role Playing; Skill Development; Competition; Boarding Schools; Malaysia + Suchen Sie Ihr Suchwort? Ausland; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Computer science lessons; Informatikunterricht; Peer-Beziehungen; Sozialer Einfluss; Unterrichtsmedien; Performance; Leistung; Co-operation; Kooperation; Rollenspiel; Kompetenzentwicklung; Qualifikationsentwicklung; Wettkampf; Boarding school; Internat
Abstract	Diversified learning is the path to supplement students' needs in the contemporary generation. These students' lives have revolved around technology since birth; as such, the role of technology cannot be ignored. Furthermore, this was prevalent during the lockdown imposed by the global pandemic which compelled the incorporation of educational technology into student's lives. As gamification harnesses the power of game elements, identifying how gamified learning affects a student's game player traits will be vital in identifying whether specific learning methods can invoke, change and cultivate better learning outcomes. This quasi-experimental study involving two groups of students learning computer science in Malaysia was carried out over eight weeks. Findings revealed that most prevalent player traits changes were evident in the primary construct of social player traits, followed by subconstructs of customization, relationship, socializing, and mechanics. These changes are attributed to the need to reach out, communicate, and collaborate with their peers and look into how the system works for them individually, within the context of the learning and explorative needs of students. As such, gamified learning has not only managed to offer a new paradigm into the learning ecosystem but has also shown that positive changes can be cultivated based on these conditions. (As Provided).
Anmerkungen	International Academic Forum. Sakae 1-16-26 - 201 Naka Ward, Nagoya Aichi, Japan 460-0008. Tel: +81-50-5806-3184; Web site: http://iafor.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01