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Undergraduate Dental student’s perceptions of the effectiveness of gamified Biochemistry module

Gamified learning activities in higher education has gained significant interest in recent years. Despite less evidence on the effectiveness, gamification of basic science subjects is suggested to benefit both educators and students compared to the conventional learning method. This cross-sectional...

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Main Authors: Nor Aimilia Hanim Ab Satar,, Khairul Bariah Ahmad Amin Noordin,, Siti Aishah Zainal,, Azlina Ahmad,, Norhayati Yusop,
Format: Article
Language:English
Published: Penerbit Universiti Kebangsaan Malaysia 2022
Online Access:http://journalarticle.ukm.my/19112/1/48566-187426-1-PB.pdf
http://journalarticle.ukm.my/19112/
https://ejournal.ukm.my/jpend/issue/view/1529
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spelling my-ukm.journal.191122022-07-31T06:22:40Z http://journalarticle.ukm.my/19112/ Undergraduate Dental student’s perceptions of the effectiveness of gamified Biochemistry module Nor Aimilia Hanim Ab Satar, Khairul Bariah Ahmad Amin Noordin, Siti Aishah Zainal, Azlina Ahmad, Norhayati Yusop, Gamified learning activities in higher education has gained significant interest in recent years. Despite less evidence on the effectiveness, gamification of basic science subjects is suggested to benefit both educators and students compared to the conventional learning method. This cross-sectional study investigated the perception of 52 dental undergraduate students in the School of Dental Sciences, Universiti Sains Malaysia towards gamification in learning, towards the effectiveness of a biochemistry gamified teaching module, and assess the association between the effectiveness of the module and positive gamified learning outcomes. Overall, students perceived gamification to improve their understanding of topics and eased the learning process, encouraged them to participate in the discussion, and further stimulated their learning capacity through an appropriate variety of methods used. They also have positive perception towards the effectiveness of the module. A significant association was recorded between an effectively designed module and the learning environment's stimulation. In conclusion, students viewed gamification as having a positive effect on their learning progress and interpersonal skills. This study adds evidence that gamified modules are well-received by 21st-century students in delivering the course content and have huge potential for application in higher education. Penerbit Universiti Kebangsaan Malaysia 2022 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/19112/1/48566-187426-1-PB.pdf Nor Aimilia Hanim Ab Satar, and Khairul Bariah Ahmad Amin Noordin, and Siti Aishah Zainal, and Azlina Ahmad, and Norhayati Yusop, (2022) Undergraduate Dental student’s perceptions of the effectiveness of gamified Biochemistry module. Jurnal Pendidikan Malaysia, 47 (1). pp. 15-25. ISSN 0126-6020 / 2180-0782 https://ejournal.ukm.my/jpend/issue/view/1529
institution Universiti Kebangsaan Malaysia
building Tun Sri Lanang Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Kebangsaan Malaysia
content_source UKM Journal Article Repository
url_provider http://journalarticle.ukm.my/
language English
description Gamified learning activities in higher education has gained significant interest in recent years. Despite less evidence on the effectiveness, gamification of basic science subjects is suggested to benefit both educators and students compared to the conventional learning method. This cross-sectional study investigated the perception of 52 dental undergraduate students in the School of Dental Sciences, Universiti Sains Malaysia towards gamification in learning, towards the effectiveness of a biochemistry gamified teaching module, and assess the association between the effectiveness of the module and positive gamified learning outcomes. Overall, students perceived gamification to improve their understanding of topics and eased the learning process, encouraged them to participate in the discussion, and further stimulated their learning capacity through an appropriate variety of methods used. They also have positive perception towards the effectiveness of the module. A significant association was recorded between an effectively designed module and the learning environment's stimulation. In conclusion, students viewed gamification as having a positive effect on their learning progress and interpersonal skills. This study adds evidence that gamified modules are well-received by 21st-century students in delivering the course content and have huge potential for application in higher education.
format Article
author Nor Aimilia Hanim Ab Satar,
Khairul Bariah Ahmad Amin Noordin,
Siti Aishah Zainal,
Azlina Ahmad,
Norhayati Yusop,
spellingShingle Nor Aimilia Hanim Ab Satar,
Khairul Bariah Ahmad Amin Noordin,
Siti Aishah Zainal,
Azlina Ahmad,
Norhayati Yusop,
Undergraduate Dental student’s perceptions of the effectiveness of gamified Biochemistry module
author_facet Nor Aimilia Hanim Ab Satar,
Khairul Bariah Ahmad Amin Noordin,
Siti Aishah Zainal,
Azlina Ahmad,
Norhayati Yusop,
author_sort Nor Aimilia Hanim Ab Satar,
title Undergraduate Dental student’s perceptions of the effectiveness of gamified Biochemistry module
title_short Undergraduate Dental student’s perceptions of the effectiveness of gamified Biochemistry module
title_full Undergraduate Dental student’s perceptions of the effectiveness of gamified Biochemistry module
title_fullStr Undergraduate Dental student’s perceptions of the effectiveness of gamified Biochemistry module
title_full_unstemmed Undergraduate Dental student’s perceptions of the effectiveness of gamified Biochemistry module
title_sort undergraduate dental student’s perceptions of the effectiveness of gamified biochemistry module
publisher Penerbit Universiti Kebangsaan Malaysia
publishDate 2022
url http://journalarticle.ukm.my/19112/1/48566-187426-1-PB.pdf
http://journalarticle.ukm.my/19112/
https://ejournal.ukm.my/jpend/issue/view/1529
_version_ 1740826812225683456
score 13.211869

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