Conceptual design model of engaging gamification mechanic for online courses
Online learning, or e-learning, delivers educational content and teaching through various formats, ranging from self-paced courses to synchronous virtual classrooms. Gamification, the incorporation of game-like elements into non-game contexts, enhances engagement through rewards, reputation points,...
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| Main Authors: | , , , , , , |
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| Format: | Article |
| Language: | en |
| Published: |
Institute of Advanced Engineering and Science
2024
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| Online Access: | http://eprints.utem.edu.my/id/eprint/27790/2/02513290720241510945.pdf http://eprints.utem.edu.my/id/eprint/27790/ https://www.beei.org/index.php/EEI/article/view/7261 https://doi.org/10.11591/eei.v13i5.7261 |
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| Summary: | Online learning, or e-learning, delivers educational content and teaching through various formats, ranging from self-paced courses to synchronous virtual classrooms. Gamification, the incorporation of game-like elements into non-game contexts, enhances engagement through rewards, reputation points, and goal setting. In higher education, researchers seek effective methods to stimulate learning and boost learner engagement. This study employs the analytic hierarchy process (AHP) to identify suitable gamification elements for three types of learner interaction, breaking down the decision-making problem into a hierarchy. Through a pairwise comparison matrix, priorities among hierarchy elements are established. The research involves 36 learners from a technical and vocational education and training (TVET) Public University, selecting the top best six gamification mechanics for each construct: virtual goods, wally’s game, rewards, trophies-badges, skill points, and peer grading. The proposed conceptual design will be implemented in online courses to assess learning engagement in cognitive, behavioural, and affective domains in higher education. |
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