Abstract
An evolution of teaching and learning experience in higher education witnesses many techniques being introduced towards student-centered learning. One of the most popular techniques is game-based learning or known as gamification to enrich students experience in classroom. However, the awareness among educators is lacking and the anxiety whether gamification benefits the learning process is prominent. This paper is written to provide an insight into gamification and its ability to instill students’ engagement. The questionnaire set and model to evaluate the students’ engagement following gamification during teaching and learning process are also studied and presented. Literature review method is used to investigate the relevant subjects related to the gamification for higher education and ways to evaluate its effectiveness. This study showed that there exist several studies on students’ engagement and gamification which are deemed useful to promote students’ engagement. Besides, the study discovered that improved Technology Acceptance Model (TAM) is a good measure to investigate its effectiveness.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Eltegani N, Butgereit L (2016) Attributes of students engagement in fundamental programming learning. In: Institute of Electrical and Electronics Engineers (ed) 2015 international conference on computing, control, networking, electronics and embedded systems engineering (ICCNEEE 2015). Red Hook, NY, Curran Associates, Inc., Khartoum, Sudan, 7–9 September 2015, pp 101–106
Handelsman MM, Briggs WL, Sullivan N, Towler A (2005) A measure of college student course engagement. J Educ Res 98:184–192. https://doi.org/10.3200/JOER.98.3.184-192
Mohd IH, Aluwi AH, Hussein N, Omar MK (2016) Enhancing students engagement through blended learning satisfaction and lecturer support. In: Engineers Institute of Electrical and Electronics (IEEE) (ed) 2016 IEEE 8th international conference on engineering education (ICEED2016): “Enhancing engineering education through academia-industry collaboration.” Red Hook, NY, Curran Associates, Inc., Kuala Lumpur, Malaysia, 7–8 December 2016, pp 175–180
Hanus MD, Fox J (2015) Assessing the effects of gamification in the classroom: a longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Comput Educ 80:152–161. https://doi.org/10.1016/j.compedu.2014.08.019
Sanmugam M, Zaid NM, Abdullah Z, et al (2016) The impacts of infusing game elements and gamification in learning. In: 2016 IEEE 8th international conference on engineering education (ICEED), pp 131–136
Dixson MD (2015) Measuring Student Engagement in the online course : the online student engagement scale (OSE). Online Learn J 19
Marx AA, Simonsen JC, Kitchel T (2016) Undergraduate student course engagement and the influence of student, contextual, and teacher variables. J Agric Educ 57:212–228. https://doi.org/10.5032/jae.2016.01212
Hu M, Li H, Deng W, Guan H (2016) Student engagement: one of the necessary conditions for online learning. In: Institute of Electrical and Electronics Engineers (IEEE) (ed) 2016 international conference on educational innovation through technology (EITT). Red Hook, NY, Curran Associates, Inc., Tainan, Taiwan, 22–24 September 2016, pp 122–126
Kuo MS, Chuang TY (2016) How gamification motivates visits and engagement for online academic dissemination—an empirical study. Comput Human Behav 55:16–27. https://doi.org/10.1016/j.chb.2015.08.025
Hamari J (2015) Do badges increase user activity? A field experiment on the effects of gamification. Comput Human Behav 71:469–478. https://doi.org/10.1016/j.chb.2015.03.036
Barata G, Gama S, Gonçalves D, Jorge J (2013) Improving participation and learning with gamification. In: Proceedings of the first international conference on gameful design, research, and applications—gamification 2013. New York, ACM, Stratford, Ontario, Canada, 2–4 October 2013, pp 10–17
Wang AI (2015) The wear out effect of a game-based student response system. Comput Educ 82:217–227. https://doi.org/10.1016/j.compedu.2014.11.004
Sawang S, O’Connor P, Ali M (2017) IEngage: using technology to enhance students’ engagement in a large classroom. J Learn Des 10:11–19. https://doi.org/10.5204/jld.v9i3.292
Wang AI, Lieberoth A (2016) The effect of points and audio on concentration, engagement, enjoyment, learning, motivation, and classroom dynamics using Kahoot! In: Connolly T, Boyle L (eds) Proceedings From the 10th European conference of game based learning. Academic Conferences and Publishing International Limited, Paisley, UK, 6–7 October 2016, pp 737–748
Chaiyo Y, Nokham R (2017) The effect of Kahoot, Quizizz and Google Forms on the student’s perception in the classrooms response system pp 178–182
Pilakowski M (2015) Comparing student-response systems. http://technologypursuit.edublogs.org/2015/11/25/comparing-student-response-systems/. Accessed 28 May 2017
Davis F, Bagozzi R, Warshaw PR (1989) User acceptance of computer technology: a comparison of two theoretical models. Manage Sci 35:982–1003. https://doi.org/10.1287/mnsc.35.8.982
Fishbein M, Ajzen I (1975) Belief, attitude, intention and behaviour: an introduction to theory and research. Addison-Wesley Pub. Co, Reading, MA
Legris P, Ingham J, Collerette P (2003) Why do people use information technology? A critical review of the technology acceptance model. Inf Manag 40:191–204. https://doi.org/10.1016/S0378-7206(01)00143-4
Davis FD (1989) Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Q 13:319–340
Fathema N, Shannon D, Ross M (2015) Expanding the technology acceptance model (TAM) to examine faculty use of learning management systems (LMSs) in higher education institutions. MERLOT J Online Learn Teach 11:210–232
Hussain A, Mkpojiogu EOC, Yusof MM (2016) Perceived usefulness, perceived ease of use, and perceived enjoyment as drivers for the user acceptance of interactive mobile maps. In: Abdul Nifa FA, Mohd Nawi MN, Hussain A (eds) Proceedings of the international conference on applied science and technology 2016 (ICAST’16). AIP Publishing, Kedah, Malaysia, 11–13 April 2016
Acknowledgements
The publication of this paper is sponsored by Universiti Teknikal Malaysia Melaka through a research grant numbered PJP/2017/FTMK-CACT/S01573.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2019 Springer Nature Singapore Pte Ltd.
About this paper
Cite this paper
Ab Rahman, R., Ahmad, S., Hashim, U.R. (2019). A Study on Gamification for Higher Education Students’ Engagement Towards Education 4.0. In: Piuri, V., Balas, V., Borah, S., Syed Ahmad, S. (eds) Intelligent and Interactive Computing. Lecture Notes in Networks and Systems, vol 67. Springer, Singapore. https://doi.org/10.1007/978-981-13-6031-2_5
Download citation
DOI: https://doi.org/10.1007/978-981-13-6031-2_5
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-13-6030-5
Online ISBN: 978-981-13-6031-2
eBook Packages: Intelligent Technologies and RoboticsIntelligent Technologies and Robotics (R0)