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JGGAG (Journal of Games, Game Art, and Gamification)
Published by Universitas Bina Nusantara
ISSN : -     EISSN : 2548480X     DOI : https://doi.org/10.21512/jggag.v1i1.7241
Core Subject : Science, Education, Art,
Arts Computer Science & IT Other
The Journal of Games, Game Art, and Gamification (JGGAG) is a double-blind peer-reviewed interdisciplinary journal that publishes original papers on all branches of academic areas and communities. Thematic areas include, but are not limited to: Games AI applications for serious games, Alternate reality games, Animation for serious games and virtual worlds, Artifacts and art with purpose, Augmented reality, Case studies in serious games and virtual worlds, Experimental serious games design, Game AI and artificial life, Game-based learning, edutainment and training, Nondigital games, Serious game methodologies Game Art Game design, Multimedia gaming, Serious game art, Serious game design, Virtual characters, Virtual environments Gamification Gamification of Learning, Education and Training, Marketing and Promotion related to gamification, Gamification in Health and Sports. JGGAG publishes scholarly articles, such as original research articles and reviews, position papers, and other critical and creative responses. The average time between submission and final decision is 60 days and the average time between acceptance and publication is 30 days.
Arjuna Subject : Ilmu Komputer (semua kategori) - Grafik Komputer dan Desain Berbantu Komputer
Articles 105 Documents
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Gamifying the Classroom: Enhancing Student Motivation and Engagement in Flipped Learning Hadiprakoso , Raden Budiarto; Naufal, Farras Ahmad
Journal of Games, Game Art, and Gamification Vol. 10 No. 2 (2025)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/jggag.v10i2.11992

Abstract

This study examines the impact of a multifaceted gamified application on first-year computer science students’ learning, motivation, and engagement in a flipped-learning environment covering data structures and algorithms. Thirty-one participants (17 M, 14 F; ages 18–20) completed a 10-item pre-test and Motivation & Engagement questionnaire, used our gamified app for three weeks, and then took a parallel post-test and the same questionnaire. Item analysis removed one invalid question and flagged another for poor discrimination, yielding a reliable post-test (Cronbach’s α = 0.89). Students’ correct answers rose from 17.0 (SD = 2.1) to 23.0 (SD = 1.8), a 35 % improvement confirmed by a paired t-test (t (30) = 15.27, p < 0.001, Cohen’s d = 2.76). Motivation scores increased from 73.4 (SD = 5.2) to 80.1 (SD = 4.8), and engagement from 75.2 (SD = 6.0) to 81.6 (SD = 5.5), both p < 0.001. A strong positive correlation (Spearman’s ρ = 0.65, p < 0.001) between the number of completed pre-class quizzes and post-test gains highlights the link between behavioral engagement and cognitive outcomes. These findings suggest that progress bars, leveling, challenges, leaderboards, and badges together satisfy students’ needs for competence, relatedness, and autonomy. Our results demonstrate that thoughtfully designed gamification can substantially enhance both affective and cognitive dimensions of flipped-learning in undergraduate STEM, offering practical guidelines for educators and paving the way for more rigorous, theory-driven implementations.
Predicting Preference with Sparse Data in Personalized Gamification via Deep Learning Wilson, Philip; Towle, Bradford
Journal of Games, Game Art, and Gamification Vol. 10 No. 2 (2025)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/jggag.v10i2.13037

Abstract

Personalized gamification is a practice that is relatively well defined and improves the effectiveness of a gamified system. However, in practical application the improvement is not as significant as expected. The process of personalizing a gamified system is taxing and relatively unfeasible, with far too many aspects to consider to produce an effective result. Artificial intelligence, and neural networks, can step in to alleviate much of the work, but even still results are inconsistent at best. This project seeks to remove this inconsistency by attempting to personalize only one aspect of a gamified system, rather than the entire system as a whole.  By attempting the personalization problem in this manner the amount of individual characteristics to consider is reduced dramatically, thus allowing for a neural network to more quickly and accurately determine personalization characteristics and apply them for any given user. Results show that an RNN can detect preference patterns and apply user preferences to a scheduling system. These results were produced with little run time and a more sparse dataset than normally expected for a neural network, which showcases the novel fact that detecting user preference does not require large datasets.
Engagement and Consumption Behavior in Gacha Games: A PLS-SEM Study on Generation Z in Indonesia Yuda Priyangga, Raka; Salehudin, Imam
Journal of Games, Game Art, and Gamification Vol. 10 No. 2 (2025)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/jggag.v10i2.13115

Abstract

Gacha games have gained popularity as a free-to-play model, sparking increasing interest in player consumption behavior. Understanding this behavior is critical, as it has implications for player retention, monetization strategies, and potential risks of compulsive spending. While existing studies largely focus on purchase intention, other consumption behaviors—such as co-production, community engagement, word-of-mouth, and recruitment—remain underexplored. This study aims to examine how player engagement in Genshin Impact affects these various forms of consumption behavior. Focusing on Generation Z in Indonesia—a digitally native cohort deeply immersed in mobile gaming—the research employs Partial Least Squares Structural Equation Modeling (PLS-SEM) with data from 344 respondents who have played the game for at least six months. Findings reveal that satisfaction through games, game personalization, and game social interaction significantly influence player engagement, which in turn positively affects multiple dimensions of consumption behavior. These results offer practical insights for game developers and marketers seeking to foster sustainable and ethical engagement strategies in gacha games.
Gamification in Early Childhood Education: A Novel Adaptive Learning Framework for Enhancing Cognitive and Social Skills in Kindergarten Students Wijoyo, Agung
Journal of Games, Game Art, and Gamification Vol. 10 No. 2 (2025)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/jggag.v10i2.13198

Abstract

Gamification has emerged as a transformative pedagogical strategy in early childhood education, fostering cognitive and social skill development through interactive and reward-based learning mechanisms. This study investigates the impact of gamification on kindergarten students' cognitive and social skills using a mixed-method experimental design involving 150 children (ages 4–6). Participants were divided into an experimental group (n=75) exposed to a gamified learning environment and a control group (n=75) following traditional instructional methods. The study employed pre-test and post-test assessments alongside Structural Equation Modeling-Partial Least Squares (SEM-PLS) for quantitative analysis, while qualitative insights were obtained through classroom observations and teacher interviews. Findings reveal that problem-solving skills significantly influence attention (β = 1.00, p < 0.001), whereas memory skills have no statistically significant effect (β ≈ 0, p = 0.50) . Post-test results indicated that students in the gamified group showed substantial improvements in problem-solving (Pre: 60.1 → Post: 82.3, p < 0.001) and attention span (Pre: 55.4 → Post: 79.8, p < 0.001) compared to the control group**. Additionally, 88% of teachers reported enhanced student motivation, and 95% of children found gamified learning more engaging than conventional approaches. These results underscore gamification's efficacy in enhancing problem-solving skills, attention, and motivation among young learners. The findings highlight the importance of integrating adaptive gamification frameworks into early education curricula to optimize learning experiences. This study contributes to the growing body of research on digital pedagogical strategies and offers valuable insights for educators and policymakers seeking to implement evidence-based gamification interventions in early childhood education.
Board Game Cafe Analysed: Analysis on Sales and Games at Dhadhu Cafe Prabawaseputra, Rafael Agusto; Harisa, Ardiawan Bagus; Gamayanto, Indra
Journal of Games, Game Art, and Gamification Vol. 10 No. 2 (2025)
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/jggag.v10i2.13261

Abstract

This study aims to enhance understanding of the factors influencing sales and game favoured by players at Dhadhu Cafe, a themed board game cafe. Key factors such as operational hours, promotional activities, game preferences, and menus are analysed using data visualization and multiple linear regression to inform strategic decision-making for the business. Despite their classification nature, decision trees and random forests are also applied in mining sales data, with random forest mitigating decision tree overfitting. Findings aligned between multiple linear regression and data visualization, revealing increasing sales on post-COVID-19. Sales peak on Saturdays, with the most effective sales hours observed from 3 to 8 p.m. (mode = 6 p.m.) daily. Promotions significantly impact sales, while other events have minimal effects. Drinks such as tea, yakult lychee, and matcha are dominating the sales as well as French fries. Light and party games, which typically last 15-45 minutes and accommodate 2-4, 2-6, and 2-12 players, are preferred for teaching players. These games often feature abstract and light themes, including mechanics such as dexterity, abstraction, tactics, and dice rolling.

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