.png)
Gamification Effect of Team Games Tournament in Game-Based Learning on Student Motivation
Abstract
This study examines the impact of gamification elements, specifically the duration of use and level of collaboration, on student motivation in online learning environments. Using the Team Games Tournament model, which combines elements of both competition and collaboration, a web-based Game-Based Learning application was developed to enhance student motivation. The study employed a motivation survey based on the model Attention, Relevance, Confidence, Satisfaction, which was administered to participants before and after using the application. In addition to the survey, interaction data, such as the duration of application use, frequency of participation, points earned, and the level of collaboration, were collected to assess the relationship between these factors and student motivation. The study involved 20 fifth-semester students (12 male, 8 female) enrolled in a digital games course, many of whom had prior gaming experience, which could influence their response to the gamified learning experience. The data collected was analyzed using Decision Tree algorithms, Pearson correlation, and simple linear regression to understand the impact of various gamification elements on motivation. The results showed that both the duration of application use and the level of collaboration were significant factors in increasing student motivation. Specifically, motivation increased by an average of 0.72 points for every 10 minutes of application use, as measured by the difference between pre-test and post-test survey scores. These findings underscore the importance of balancing competitive and collaborative elements within game-based learning environments. By incorporating features that promote collaboration and encouraging sustained application use, educators can significantly enhance student engagement and motivation. The study provides valuable insights for the development of future game-based learning applications, highlighting the need for optimal design in terms of collaboration and duration to create an effective and engaging digital learning experience.
Keywords
Full Text:
PDFReferences
S. N. Azmi and H. N. Sopiany, “Respon Peserta Didik SMP terhadap Penggunaan Google Classroom dalam Pembelajaran Matematika Secara Online,” PRISMA, vol. 11, no. 2, p. 339, Dec. 2022, doi: 10.35194/jp.v11i2.2377.
A. Sadikin and A. Hamidah, “Pembelajaran Daring di Tengah Wabah Covid-19,” BIODIK, vol. 6, no. 2, pp. 214–224, Jun. 2020, doi: 10.22437/bio.v6i2.9759.
W. A. F. Dewi, “Dampak COVID-19 terhadap Implementasi Pembelajaran Daring di Sekolah Dasar,” Edukatif J. Ilmu Pendidik., vol. 2, no. 1, pp. 55–61, 2020, doi: 10.31004/edukatif.v2i1.89.
S. Jamilah, D. T. Boleng, and P. M. Labulan, “Analisis Permasalahan Guru dan Siswa Terkait Pembelajaran Teams Games Tournament (TGT) dan Student Teams Achievement Division (STAD) Terhadap Motivasi Prestasi dan Prestasi Belajar Biologi,” Al-Hayat J. Biol. Appl. Biol., vol. 1, no. 2, p. 74, 2019, doi: 10.21580/ah.v1i2.3757.
H. Rihanah and S. Sudiyono, “IMPROVING VOCABULARY USING TGT (TEAMS GAMES TOURNAMENT) METHOD,” Proj. (Professional J. English Educ., vol. 3, no. 5, p. 582, Sep. 2020, doi: 10.22460/project.v3i5.p582-587.
Z. Ismah and T. Ernawati, “PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) TERHADAP HASIL BELAJAR IPA SISWA KELAS VIII SMP DITINJAU DARI KERJASAMA SISWA,” J. Pijar Mipa, vol. 13, no. 1, pp. 82–85, Mar. 2018, doi: 10.29303/jpm.v13i1.576.
F. Fahrudin, M. Asmawi, F. Dlis, and R. Gustiawati, “Development Fundamental Movement Learning Model Based On Team Games Tournament (TGT) For Elementary School Children,” Kinestetik J. Ilm. Pendidik. Jasm., vol. 4, no. 2, pp. 164–174, Sep. 2020, doi: 10.33369/jk.v4i2.12599.
I. Fonseca, M. Caviedes, J. Chantre, and J. Bernate, “Gamification and Game-Based Learning as Cooperative Learning Tools: A Systematic Review,” Int. J. Emerg. Technol. Learn., vol. 18, no. 21, pp. 164–187, 2023.
I. Kristiana, A. Nurwahyunani, and E. R. Sulistya Dewi, “PENGARUH MODEL PEMBELAJARAN TGT MENGGUNAKAN MEDIA PUZZLE TERHADAP KEAKTIFAN DAN HASIL BELAJAR KOGNITIF SISWA PADA MATERI SISTEM EKSKRESI SISWA KELAS VIII MTS N 1 SEMARANG,” Bioma J. Ilm. Biol., vol. 6, no. 2, Oct. 2017, doi: 10.26877/bioma.v6i2.1740.
A. B. Wijaya and T. Anwar, “A Review – The Influence of Games on Education Development in the Disruption Era,” J. Multimed. Trend Technol., vol. 2, no. 1, pp. 47–56, 2023.
Y. Yusri and S. Arifin, “DESAIN PEMBELAJARAN KOOPERATIF BERBASIS TEORI BRUNER UNTUK MENINGKATKAN KUALITAS PEMBELAJARAN MATEMATIKA,” HISTOGRAM J. Pendidik. Mat., vol. 2, no. 2, p. 147, Sep. 2018, doi: 10.31100/histogram.v2i2.233.
L. Lasmi, “PENINGKATAN AKTIVITAS DAN HASIL BELAJAR MELALUI METODE JIGSAW,” JESS (Journal Educ. Soc. Sci., vol. 4, no. 2, p. 180, Nov. 2020, doi: 10.24036/jess.v4i2.280.
S. Sudarti, “INCREASING SCIENCE LEARNING ACHIEVEMENT THROUGH THE JIGSAW TYPE COOPERATIVE LEARNING MODEL,” J. Ilm. WUNY, vol. 3, no. 2, Jan. 2022, doi: 10.21831/jwuny.v3i2.42418.
R. Damayanti, K. Yudiana, and P. A. Antara, “Model Pembelajaran Kooperatif Tipe Paired Storytelling dan Pengaruhnya terhadap Hasil Belajar Bahasa Indonesia Siswa Kelas V Sekolah Dasar,” Indones. J. Instr., vol. 3, no. 2, pp. 81–91, May 2022, doi: 10.23887/iji.v3i2.49164.
S. Saryanto, “Penerapan metode pembelajaraan kooperatif Jigsaw menggunakan media engine stand pada siswa SMK Muhammadiyah Cangkringan,” Tajdidukasi J. Penelit. dan Kaji. Pendidik. Islam, vol. 10, no. 1, p. 1, Sep. 2020, doi: 10.47736/tajdidukasi.v10i1.37.
S. J. Clarke, D. J. Peel, S. Arnab, L. Morini, H. Keegan, and O. Wood, “EscapED: A Framework for Creating Educational Escape Rooms and Interactive Games to For Higher/Further Education.,” Int. J. Serious Games, vol. 4, no. 3, Sep. 2017, doi: 10.17083/ijsg.v4i3.180.
F. Crocco, K. Offenholley, and C. Hernandez, “A Proof-of-Concept Study of Game-Based Learning in Higher Education,” Simul. Gaming, vol. 47, no. 4, pp. 403–422, Aug. 2016, doi: 10.1177/1046878116632484.
L. Pan et al., “How to Implement Game-Based Learning in a Smart Classroom? A Model Based on a Systematic Literature Review and Delphi Method,” Front. Psychol., vol. 12, Dec. 2021, doi: 10.3389/fpsyg.2021.749837.
E. Braad, N. Degens, and W. A. IJsselsteijn, “Designing for metacognition in game-based learning: A qualitative review.,” Transl. Issues Psychol. Sci., vol. 6, no. 1, pp. 53–69, Mar. 2020, doi: 10.1037/tps0000217.
R. Tahir and A. I. Wang, “Transforming a Theoretical Framework to Design Cards: LEAGUE Ideation Toolkit for Game-Based Learning Design,” Sustainability, vol. 12, no. 20, p. 8487, Oct. 2020, doi: 10.3390/su12208487.
P. Wouters, H. van Oostendorp, J. ter Vrugte, S. VanderCruysse, T. de Jong, and J. Elen, “The effect of surprising events in a serious game on learning mathematics,” Br. J. Educ. Technol., vol. 48, no. 3, pp. 860–877, May 2017, doi: 10.1111/bjet.12458.
C.-S. Wang, Y.-C. Li, and Y.-R. Tzeng, “How to replicate the cognitive process in computer game-based learning units,” Inf. Technol. People, vol. 28, no. 2, pp. 327–343, Jun. 2015, doi: 10.1108/ITP-03-2013-0053.
Y. I. Putra and A. Ridoh, “Pengembangan Media Pembelajaran Berbasis Web untuk Meningkatkan Keterampilan Mahasiswa pada Mata Kuliah Pemrograman Web Dasar di STKIP Muhammadiyah Muara Bungo,” J. Basicedu, vol. 5, no. 5, pp. 4026–4036, Sep. 2021, doi: 10.31004/basicedu.v5i5.1484.
J. Kuswanto, “Pengembangan Media Pembelajaran Berbasis Web Pada Mata Kuliah Rekayasa Perangkat Lunak,” J. Ilm. Edutic Pendidik. dan Inform., vol. 8, no. 1, pp. 11–18, Nov. 2021, doi: 10.21107/edutic.v8i1.10470.
D. G. H. Divayana, P. W. A. Suyasa, and N. Sugihartini, “Pengembangan Media Pembelajaran Berbasis Web Untuk Matakuliah Kurikulum dan Pengajaran di Jurusan Pendidikan Teknik Informatika Universitas Pendidikan Ganesha,” J. Nas. Pendidik. Tek. Inform., vol. 5, no. 3, p. 149, Dec. 2016, doi: 10.23887/janapati.v5i3.9922.
J. Hamari, J. Koivisto, and H. Sarsa, “Does Gamification Work? -- A Literature Review of Empirical Studies on Gamification,” in 2014 47th Hawaii International Conference on System Sciences, Jan. 2014, pp. 3025–3034. doi: 10.1109/HICSS.2014.377.
J. Lee and J. Hammer, “Gamification in Education: What, How, Why Bother?,” Acad. Exch. Q., vol. 15, pp. 1–5, Jan. 2011.
R. Kohavi, “A study of cross-validation and bootstrap for accuracy estimation and model selection,” in Proceedings of the 14th International Joint Conference on Artificial Intelligence - Volume 2, 1995, pp. 1137–1143.
J. M. Keller, Motivational Design for Learning and Performance. Boston, MA: Springer US, 2010. doi: 10.1007/978-1-4419-1250-3.
Herianto and I. Wilujeng, “Increasing the attention, relevance, confidence and satisfaction (Arcs) of students through interactive science learning multimedia,” Res. Learn. Technol., vol. 29, no. 1063519, pp. 1–13, 2021, doi: 10.25304/rlt.v29.2383.
R. Vusvitasari, S. Nugroho, and S. Akbar, “Kajian Hubungan Koefisien Korelasi Pearson (ρ), Spearman-Rho (r), Kendall-Tau (τ), Gamma (G) , dan Somers ) ( yx d,” e -Jurnal Stat., pp. 41–54, 2016.
DOI: https://doi.org/10.47738/jads.v6i1.450
Refbacks
- There are currently no refbacks.
Journal of Applied Data Sciences
| ISSN | : | 2723-6471 (Online) |
| Publisher | : | Bright Publisher |
| Website | : | http://bright-journal.org/JADS |
| : | taqwa@amikompurwokerto.ac.id (principal contact) | |
| support@bright-journal.org (technical issues) |
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0