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Gamification tools in mathematics course: students’ acceptance / Yee Ming Chew, Kok Shien Ng and Pei Eng Ch’ng

Recently, many scholars have been drawn to the use of gamification in education to promote learners’ engagement and improve their learning outcomes. Gamification is regarded as a novel technology-based teaching and learning tool that promotes learning in a fun and engaging manner. Using the modified...

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Main Authors: Yee, Ming Chew, Kok, Shien Ng
Format: Article
Language:English
Published: Universiti Teknologi MARA, Sabah 2022
Subjects:
Blended learning. Computer assisted instruction. Programmed instruction
QA Mathematics
Online Access:https://ir.uitm.edu.my/id/eprint/80385/1/%281%29%2080385.pdf
https://ir.uitm.edu.my/id/eprint/80385/
https://borneoakademika.sabah.uitm.edu.my/
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spelling my.uitm.ir.803852023-06-23T08:44:38Z https://ir.uitm.edu.my/id/eprint/80385/ Gamification tools in mathematics course: students’ acceptance / Yee Ming Chew, Kok Shien Ng and Pei Eng Ch’ng borneoakademika Yee, Ming Chew Kok, Shien Ng Blended learning. Computer assisted instruction. Programmed instruction QA Mathematics Recently, many scholars have been drawn to the use of gamification in education to promote learners’ engagement and improve their learning outcomes. Gamification is regarded as a novel technology-based teaching and learning tool that promotes learning in a fun and engaging manner. Using the modified technology acceptance model (TAM) as its theoretical foundation, the present study is designed to investigate the students' acceptance of the use of gamification to support their mathematical learning during open and distance learning (ODL). Free online gamification tools were designed for a mathematics course, namely, Further Differential Equations. A sample of 49 civil engineering degree students was selected to participate in this study for using gamification tools. The primary research methodology applied in this study was a quantitative approach based on a modified TAM survey questionnaire. The questionnaire results were analysed using descriptive statistics, independent samples t-test and correlation analysis. The analysis was focused on four proposed determinants, namely perceived usefulness, perceived ease of use, attitude towards using, and behaviour for intention to use. Findings revealed no statistical differences between male and female groups on all four determinants proposed in modified TAM's model. Also, the study discovered significant positive relationships among all of the model's determinants on gamification acceptance. Universiti Teknologi MARA, Sabah 2022-12 Article PeerReviewed text en https://ir.uitm.edu.my/id/eprint/80385/1/%281%29%2080385.pdf Gamification tools in mathematics course: students’ acceptance / Yee Ming Chew, Kok Shien Ng and Pei Eng Ch’ng. (2022) Borneo Akademika <https://ir.uitm.edu.my/view/publication/Borneo_Akademika.html>, 6 (2). pp. 1-11. https://borneoakademika.sabah.uitm.edu.my/
institution Universiti Teknologi Mara
building Tun Abdul Razak Library
collection Institutional Repository
continent Asia
country Malaysia
content_provider Universiti Teknologi Mara
content_source UiTM Institutional Repository
url_provider http://ir.uitm.edu.my/
language English
topic Blended learning. Computer assisted instruction. Programmed instruction
QA Mathematics
spellingShingle Blended learning. Computer assisted instruction. Programmed instruction
QA Mathematics
Yee, Ming Chew
Kok, Shien Ng
Gamification tools in mathematics course: students’ acceptance / Yee Ming Chew, Kok Shien Ng and Pei Eng Ch’ng
description Recently, many scholars have been drawn to the use of gamification in education to promote learners’ engagement and improve their learning outcomes. Gamification is regarded as a novel technology-based teaching and learning tool that promotes learning in a fun and engaging manner. Using the modified technology acceptance model (TAM) as its theoretical foundation, the present study is designed to investigate the students' acceptance of the use of gamification to support their mathematical learning during open and distance learning (ODL). Free online gamification tools were designed for a mathematics course, namely, Further Differential Equations. A sample of 49 civil engineering degree students was selected to participate in this study for using gamification tools. The primary research methodology applied in this study was a quantitative approach based on a modified TAM survey questionnaire. The questionnaire results were analysed using descriptive statistics, independent samples t-test and correlation analysis. The analysis was focused on four proposed determinants, namely perceived usefulness, perceived ease of use, attitude towards using, and behaviour for intention to use. Findings revealed no statistical differences between male and female groups on all four determinants proposed in modified TAM's model. Also, the study discovered significant positive relationships among all of the model's determinants on gamification acceptance.
format Article
author Yee, Ming Chew
Kok, Shien Ng
author_facet Yee, Ming Chew
Kok, Shien Ng
author_sort Yee, Ming Chew
title Gamification tools in mathematics course: students’ acceptance / Yee Ming Chew, Kok Shien Ng and Pei Eng Ch’ng
title_short Gamification tools in mathematics course: students’ acceptance / Yee Ming Chew, Kok Shien Ng and Pei Eng Ch’ng
title_full Gamification tools in mathematics course: students’ acceptance / Yee Ming Chew, Kok Shien Ng and Pei Eng Ch’ng
title_fullStr Gamification tools in mathematics course: students’ acceptance / Yee Ming Chew, Kok Shien Ng and Pei Eng Ch’ng
title_full_unstemmed Gamification tools in mathematics course: students’ acceptance / Yee Ming Chew, Kok Shien Ng and Pei Eng Ch’ng
title_sort gamification tools in mathematics course: students’ acceptance / yee ming chew, kok shien ng and pei eng ch’ng
publisher Universiti Teknologi MARA, Sabah
publishDate 2022
url https://ir.uitm.edu.my/id/eprint/80385/1/%281%29%2080385.pdf
https://ir.uitm.edu.my/id/eprint/80385/
https://borneoakademika.sabah.uitm.edu.my/
_version_ 1769846762408771584
score 13.211869

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