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All Journal International Journal of Evaluation and Research in Education (IJERE)
Yugeshineey Subba Rao
Universiti Selangor
Education

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Role of gamification in classroom teaching: Pre-service teachers’ view Rita Wong Mee Mee; Tengku Shahrom Tengku Shahdan; Md Rosli Ismail; Khatipah Abd Ghani; Lim Seong Pek; Wong Yee Von; Adelaide Woo; Yugeshineey Subba Rao
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 3: September 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i3.20622

Abstract

Planning a creative learning environment is not an easy task. Teachers prefer to teach traditionally in chalk-and-talk approach during language teaching. However, this does not fit learners of the 21st Century as they prefer game-like activities instead of pen-and-paper lessons. Hence, the introduction of gamification in classroom would result in immediate enthusiasm and curiosity, which leads to the learners’ willingness to learn. Gamification prepares learners to be active and take responsibility upon their own learning. Lessons filled with fun games are believed to be more effective in producing a positive outcome as learners are motivated to play more although they do not realise the fact that they are learning subconsciously. This study aimed to explore views of 33 pre-service teachers in using gamification in language teaching during their 16-week internship at local primary schools around Selangor, Malaysia. A quantitative survey research method was used by administering a set of questionnaires at the end of their internship. The data collected was then analysed and presented in the form of tables. The results showed that integrating gamification into language learning improved learners’ creative, critical and problem-solving skills. Thus, interesting and engaging activities spark learners’ interest in language learning subconsciously.
Gamifying education for classroom engagement in primary schools Rita Wong Mee Mee; Yugeshineey Subba Rao; Lim Seong Pek; Khatipah Abd Ghani; Wong Yee Von; Md Rosli Ismail; Tengku Shahrom Tengku Shahdan
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.21918

Abstract

Gamification carries the element of fun and creativity into classroom teaching. It is not an unusual fact that playing games varied among learners and created an effective classroom environment. In the 21st-century teaching era, learners’ fun and creative learning environment are prioritized. Lessons filled with fun games are believed to produce a positive outcome during a lesson. Therefore, gamification prepares learners to be active and take responsibility for their learning. This study aimed to explore learners’ comprehension of the term ‘gamification’ and the effects of gamified elements implemented in the lesson on the targeted learners. A set of questionnaires was administered through an online survey to 100 respondents from local primary schools around Selangor who took part in a service-learning programmed. The data was then analyzed and presented in the form of tables. Results showed that respondents had prior knowledge of the term ‘gamification’ and the game culture’s overall context. The respondents agreed that their respective teachers had implemented several game elements when conducting a gamified lesson. Results also indicated that respondents were in preference to learn using gamified learning activities that helped them learn subconsciously. 
Co-Authors Adelaide Woo Khatipah Abd Ghani Lim Seong Pek Md Rosli Ismail Md Rosli Ismail Rita Wong Mee Mee Tengku Shahrom Tengku Shahdan Tengku Shahrom Tengku Shahdan Wong Yee Von