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All Journal Journal International Inspire Education Technology (JIIET) Journal Emerging Technologies in Education
Mokoena, Lesedi
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Computer Science & IT Education Social Sciences Other

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Effectiveness of Gamified Learning Strategies in Secondary Education Purwanti, Rina; Akhtar, Shazia; Mokoena, Lesedi
Journal International Inspire Education Technology Vol. 3 No. 3 (2024)
Publisher : Sekolah Tinggi Agama Islam Al-Hikmah Pariangan Batusangkar, West Sumatra, Indonesia.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55849/jiiet.v3i3.725

Abstract

Gamified learning strategies have gained popularity in secondary education as a method to boost student engagement, motivation, and learning outcomes. In an era where technology and interactivity increasingly shape educational environments, gamification offers a unique approach by integrating game elements like points, badges, and leaderboards into the learning process. This research aims to assess the effectiveness of gamified learning strategies in improving academic performance, engagement, and motivation among secondary school students. A quasi-experimental design was used, involving two groups of students from three secondary schools: one utilizing a gamified learning approach and the other following traditional teaching methods. Data was collected through pre- and post-tests, engagement surveys, and interviews, allowing for both quantitative and qualitative analysis. The results showed that students in the gamified group demonstrated a 25% improvement in test scores and reported higher levels of engagement and motivation compared to the control group. The study concludes that gamified learning strategies can significantly enhance learning outcomes and student involvement in secondary education. These findings suggest that integrating game-based elements into curricula may create a more interactive and motivating learning environment, supporting academic growth. Further research is recommended to explore the long-term effects of gamification and its applicability across different subjects and educational levels.
The Role of Technology in Non-Formal Education in Rural South Africa Maseko, Teboho; Mokoena, Lesedi; Mabuza , Dineo; Flores, Josefa; Villanueva, Andres
Journal Emerging Technologies in Education Vol. 3 No. 3 (2025)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/jete.v3i3.2163

Abstract

Background. Non-formal education plays a significant role in rural South Africa, where formal education systems often face challenges such as limited infrastructure and financial resources. The integration of technology can help bridge these gaps, offering innovative ways to deliver education in under-resourced areas.Purpose. This study aims to explore the role of technology in enhancing non-formal education in rural South Africa, particularly focusing on its effectiveness in improving access, quality, and engagement for learners.Method. A qualitative research approach was employed, with interviews and focus group discussions conducted among educators, students, and community members in rural areas. Data were analyzed thematically to identify patterns and insights regarding the use of technology in non-formal learning environments.Result. The findings reveal that technology, particularly mobile learning platforms and digital resources, has significantly enhanced accessibility to educational materials. Additionally, it has contributed to more interactive and engaging learning experiences, though challenges such as unreliable internet connectivity and limited technological skills among educators persist.Conclud. The study concludes that while technology has great potential to improve non-formal education in rural South Africa, efforts must be made to address the challenges of infrastructure and digital literacy. Furthermore, collaboration between government, educators, and communities is essential to maximize the impact of technological interventions.
Co-Authors Akhtar, Shazia Flores, Josefa Mabuza , Dineo Maseko, Teboho purwanti, rina Villanueva, Andres