A mixed method study on online learning readiness and situational motivation among Mathematics students using gamified learning objects
The trend of employing game features into non-game contexts or gamification has increased in recent years. Gamification has the potential to be a new paradigm in enhancing online user engagement in the online based education system. As Mathematics subjects is normally associated with a high drop-o...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2020
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| Online Access: | http://journalarticle.ukm.my/15868/ http://journalarticle.ukm.my/15868/1/40725-130068-1-SM.pdf |
| Summary: | The trend of employing game features into non-game contexts or gamification has increased in recent years. Gamification
has the potential to be a new paradigm in enhancing online user engagement in the online based education system. As
Mathematics subjects is normally associated with a high drop-out rate, especially among students who have encountered
low mathematical performance in their past, the implementation of gamification may support more successful online
learning for this subject. Three undergraduate classes with at least four months experience in using any gamified
learning objects implemented using Kahoot!, Socrative or Quizizz were selected as a case study. This study aimed to
examine the association between Situational Motivation with the dimensions of Online Learning Readiness using a
mixed-methods-approach. 34 students voluntarily answered an online survey and a total of twelve participants were
purposively selected to answer open-ended questions. The results showed that significant positive associations were
found between students’ online learning readiness in three dimensions (technical competencies, social competencies with
classmates, and social competencies with lecturers) with both identified and intrinsic motivation. No such association
between students’ online learning readiness dimensions and amotivation was found for students who participated. This
finding can provide a better understanding of how situational motivation relates to students’ online learning readiness
among students using gamified learning objects. In addition, Mathematics educators may consider applying the findings
into the design of their gamified learning objects to improve the students’ online learning readiness. |
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