The application of gamification and its effects on the intrinsic motivation of rural students in Sabah, Malaysia

• 主要な著者: Sanmugam, Mageswaran, Mohamed, Hasnah, Mohd. Zaid, Norasykin, Aris, Baharuddin, Abdullah, Zaleha
• フォーマット: Conference or Workshop Item
• 出版事項: FAKULTI PENDIDIKAN , UTM 2016
• 主題: L Education
• オンライン･アクセス: http://eprints.utm.my/id/eprint/67069/; http://educ.utm.my/icehots2016/

Technology has long been touted as a means to change the chalk and talk method used by teachers for centuries before. As the turn of the century brought innovations to the tech of learning, constants changes has to be made to learning in line with the need of the students. The existence of game based learning and its latest evolutionary of approach known as gamification has shown promise as an educational technology tool. The use of game elements as proposed by gamification can allow the teachers to focus less on designing the games but more on teaching with the aid of these elements. Even though several researchers have looked into the motivational aspects of gamification, this research looks at how intrinsic motivation is influenced before and after the intervention using gamified based learning. A mixed mode method of research was carried out at a rural school in Sabah for the duration of a week using a gamified platform. The findings showed that the interest, effort and choice aspects of the motivation level decreased whilst competence, pressure and usefulness increased after the gamified intervention is carried out. The interest and effort level of the students decreased due to the lack of internet access, lagging netbook speed as well as the hidden learning task behind the games in the platform. Meanwhile the increase in competence and usefulness was due to the fact the students were given more time to use the technological devices as well as the realization that learning can happen hand in hand with playing games. Pressure increase is mostly contributed to the short duration of intervention and the lacking of technological proficiency by the students. The findings highlighted the need for improvement of tech access for the students. Future studies in gamification can look into the gradual introduction of the system for an extended duration as it may help the students to get used to the gamified learning method.