Using Gamification to Motivate Students with Simple-Moderate Intellectual Disabilities
Yasmeen Abu Mukh
,
Safia Tarteer
,
Mohammad AL-Qasim
,
Khtam Saqer
,
Wajeeh Daher
By the spread of COVID-19, the entire world shifted suddenly to e-learning including schools. This study aims to find ways to enjoy teaching. Gamifica.
- Pub. date: April 15, 2023
- Pages: 639-647
- 507 Downloads
- 1055 Views
- 0 Citations
By the spread of COVID-19, the entire world shifted suddenly to e-learning including schools. This study aims to find ways to enjoy teaching. Gamification in education refers to the introduction of game elements in non-game environment. A case study was adopted for this study as a qualitative approach to investigate the possibility of improving motivation. The study was conducted in the first and second semester of the 2020/2021. The sample consists of (6) participants of pre-services teachers studying in special education course for 15 weeks. Data were collected through semi-structured interviews. The result of the interview showed that there is a clear desire among the students to succeed during learning using game elements. Their desire is very clear and higher. Most of them became active during their learning. They enjoyed learning in gamified learning environment. The researchers recommended that the Ministry of Education should train teachers to employ game elements to motivate their students.
Keywords: COVID-19, gamification, moderate intellectual disability, motivation.
References
Abukhalil, T. A., Halawani, S. M.-F., & Daher, W. M. (2021). School principals’ evaluation of the effectiveness of employing distance learning tools by teachers. International Journal of Interactive Mobile Technologies, 15(19), 64–78. https://doi.org/10.3991/ijim.v15i19.24837
Abuzant, M., Ghanem, M., Abd-Rabo, A., & Daher, W. (2021). Quality of using Google Classroom to support the learning processes in the Automation and Programming course. International Journal of Emerging Technologies in Learning, 16(6), 72-87. https://doi.org/10.3991/ijet.v16i06.18847
Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132-136. https://doi.org/10.18178/ijimt.2016.7.4.659
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (DSM-5). American Psychiatric Publishing. https://doi.org/10.1176/appi.books.9780890425596
Annansingh, F. (2018). An investigation into the gamification of e-learning in higher education. In Gamification in education: Breakthroughs in research and practice (pp. 174-190). IGI Global. https://doi.org/10.4018/978-1-5225-5198-0.ch010
Arnold, B. J. (2014). Gamification in education. Proceedings of the American Society of Business and Behavioral Sciences, 21(1), 32-39. https://bit.ly/3XfqGha
Aşıksoy, G. (2017). The effects of the gamified flipped classroom environment (GFCE) on students’ motivation, learning achievements and perception in a physics course. Quality and Quantity, 52(1), 129–145. https://doi.org/10.1007/s11135-017-0597-1
Blahušiaková, M., Mokošová, D., & Šoltés, E. (2021). Education in online environment from students’ and teachers’ perspective. International Journal of Cognitive Research in Science, Engineering and Education, 9(2), 203-226. https://doi.org/10.23947/2334-8496-2021-9-2-203-226
Capinding, A. T. (2022). Impact of modular distance learning on high school students mathematics motivation, interest/attitude, anxiety and achievement during the COVID-19 pandemic. European Journal of Educational Research, 11(2), 917-934. https://doi.org/10.12973/eu-jer.11.2.917
Chans, G. M., & Castro, M. P. (2021). Gamification as a strategy to increase motivation and engagement in higher education chemistry students. Computers, 10(10), Article 132. https://doi.org/10.3390/computers10100132
Creswell, J. W. (2012). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). SAGE Publications.
Daher, W. (2021). Middle school students’ motivation in solving modelling activities with technology. EURASIA Journal of Mathematics, Science and Technology Education, 17(9), Article em1999. https://doi.org/10.29333/ejmste/11127
Daher, W., Anabousy, A., & Alfahel, E. (2022). Elementary teachers’ development in using technological tools to engage students in online learning. European Journal of Educational Research, 11(2), 1183-1195. https://doi.org/10.12973/eu-jer.11.2.1183
Daher, W., Baya’a, N., Jaber, O., & Awawdeh Shahbari, J. (2020). A Trajectory for advancing the meta-cognitive solving of mathematics-based programming problems with Scratch. Symmetry, 12(10), 1627. https://doi.org/10.3390/sym12101627
Daher, W., Sabbah, K., & Abuzant, M. (2021). Affective engagement of higher education students in an online course. Emerging Science Journal, 5(4), 545-558. https://doi.org/10.28991/esj-2021-01296
Daher, W., & Salameh, H. (2022). The Role of a Ministry of Education in Addressing Distance Education during Emergency Education. European Journal of Investigation in Health, Psychology and Education, 12(5), 478-493. https://doi.org/10.3390%2Fejihpe12050036
Davis, K., Sridharan, H., Koepke, L., Singh, S., & Boiko, R. (2018). Learning and engagement in a gamified course: Investigating the effects of student characteristics. Journal of Computer Assisted Learning, 34(5), 492-503. https://doi.org/10.1111/jcal.12254
Denzin, N., & Lincoln, Y. (Eds.). (2000). Handbook of qualitative research. Sage Publication.
de Sousa Borges, S., Durelli, V. H., Reis, H. M., & Isotani, S. (2014, March). A systematic mapping on gamification applied to education. In Y. Cho & S. Shin (Eds.), Proceedings of the 29th annual ACM symposium on applied computing (pp. 216-222). Association for Computing Machinery. https://doi.org/10.1145/2554850.2554956
Dhawan, S. (2020). Online learning: A panacea in the time of COVID-19 crises. Journal of Educational Technology, 49(1), 5–22. https://doi.org/10.1177/0047239520934018
Dichev, C., & Dicheva, D. (2017). Gamifying education: What is known, what is believed and what remains uncertain: A critical review. International Journal of Educational Technology in Higher Education, 14, Article 9. https://doi.org/10.1186/s41239-017-0042-5
Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers and Education, 120, 213–226. https://doi.org/10.1016/j.compedu.2018.02.007
Erenli, K. (2013). The impact of gamification – recommending education scenarios. International Journal of Emerging Technologies in Learning, 8(S1), 15-21. https://doi.org/10.3991/ijet.v8iS1.2320
Faiella, F., & Ricciardi, M. (2015). Gamification and learning: A review of issues and research. Journal of e-Learning and Knowledge Society, 11(3), 13-21. https://doi.org/10.20368/1971-8829/1072
Giang, V. (2013). “Gamification” techniques increase your employees’ ability to learn by 40%. Business Insider. https://bit.ly/3XcJC09
Gooch, D., Vasalou, A., Benton, L., & Khaled, R. (2016). Using gamification to motivate students with dyslexia. In J. Kaye & A. Druin (Eds.), CHI '16: Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems (pp. 969-980). Association for Computing Machinery. https://doi.org/10.1145/2858036.2858231
Gressick, J., & Langston, J. B. (2017). The guilded classroom: Using gamification to engage and motivate undergraduates. Journal of the Scholarship of Teaching and Learning, 17(3), 109-123. https://doi.org/10.14434/v17i3.22119
Groening, C., & Binnewies, C. (2019). ‘Achievement unlocked!’ – The impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97, 151–166. https://doi.org/10.1016/j.chb.2019.02.026
Hakulinen, L., Auvinen, T., & Korhonen, A. (2015). The effect of achievement badges on students’ behavior: An empirical study in a university-level computer science course. International Journal of Emerging Technologies in Learning, 10(1), 18-28. https://doi.org/10.3991/ijet.v10i1.4221
Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., & Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045
Hamdan, R., Ashour, W., & Daher, W. (2021). The role of the e-learning departments in controlling the quality of electronic assessments in Palestinian universities during the COVID-19 pandemic. Sustainability, 13(21), Article 12021. https://doi.org/10.3390/su132112021
Harris, J. C. (2014). New terminology for mental retardation in DSM-5 and ICD-11. Current Opinion in Psychiatry, 26(3), 260-262. https://doi.org/10.1097/YCO.0b013e32835fd6fb
Hsin-Yuan Huang, W., & Soman, D. (2013). A practitioner’s guide to gamification of education. Rotman School of Management, University of Toronto. https://rb.gy/x65kwf
Kyewski, E., & Kramer, N. C. (2018). To gamify or not to gamify? An experimental field study of the influence of badges on motivation, activity, and performance in an online learning course. Computers and Education, 118, 25–37. https://doi.org/10.1016/j.compedu.2017.11.006
Landers, R. N. (2015). Developing a theory of gamified learning: Linking serious games and Gamification of learning. Simulation and gaming, 45(6), 752-768. https://doi.org/10.1177/1046878114563660
Lee, Y.-J., Davis, R., & Li, Y. (2022). Implementing synchronous online flipped learning for pre-service teachers during COVID-19. European Journal of Educational Research, 11(2), 653-661. https://doi.org/10.12973/eu-jer.11.2.653
Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A Gamification case study. Computers in Human Behavior, 91, 333-345. https://doi.org/10.1016/j.chb.2018.10.005
Moliner, L., Alegre, F., & Lorenzo-Valentin, G. (2022). The COVID-19 pandemic’s impact on 9th grade students’ mathematics achievement. European Journal of Educational Research, 11(2), 835-845. https://doi.org/10.12973/eu-jer.11.2.835
Mulenga, E. M., & Marbán, J. M. (2020). Is COVID-19 the gateway for digital learning in mathematics education? Contemporary Educational Technology, 12(2), Article ep269. https://doi.org/10.30935/cedtech/7949
Müller, B. C., Reise, C., & Seliger, G. (2015). Gamification in factory management education–A case study with Lego mindstorms. Procedia CIRP, 26, 121-126. https://doi.org/10.1016/j.procir.2014.07.056
Nah, F. F. H., Telaprolu, V. R., Rallapalli, S., & Venkata, P. R. (2013). Gamification of education using computer games. In S. Yamamoto (Ed.), Human interface and the management of information: Information and interaction for learning, culture, collaboration and business, 15th International Conference (pp. 99-107). Springer. https://doi.org/10.1007/978-3-642-39226-9_12
Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gamification as online teaching strategy during COVID-19: A mini-review. Frontiers in Psychology, 12, Article 648552. https://doi.org/10.3389/fpsyg.2021.648552
Papazoglou, A., Jacobson, L. A., McCabe, M., Kaufmann, W., & Zabel, T. A. (2014). To ID or not to ID? Changes in classification rates of intellectual disability using DSM-5. Mental Retardation, 52(3), 165-174. https://doi.org/10.1352/1934-9556-52.3.165
Rojo, T., González-Limón, M., & Rodríguez-Ramos, A. (2019). Company–University collaboration in applying gamification to learning about insurance. Informatics, 6(3), Article 42. https://doi.org/10.3390/informatics6030042
Su, C. H., & Cheng, C. H. (2015). A mobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. https://doi.org/10.1111/jcal.12088
Tsay, C. H. H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated Gamification: An empirical study. Computers and Education, 121, 1–17. https://doi.org/10.1016/j.compedu.2018.01.009