GAMIFICATION IN VIRTUAL ECOLOGY (GIVE): ENHANCING CLASSROOM ENGAGEMENT IN PHYSICAL EDUCATION
Keywords:
gamification, physical education, student engagement, virtual ecology
Abstract
The study was geared towards determining the influence of integrating Gamification in a Virtual Ecology (GIVE) in enhancing the classroom engagement in physical education among Senior High School students at a state university in Pampanga, Philippines. This qualitative-descriptive study included a complete enumeration of the Grade 12 Technical-Vocational- Livelihood (TVL) students who voluntarily participated in this qualitative investigation (n = 58) by responding to an open-ended questionnaire. Results of the open-ended questionnaire decipher the influence of gamification on student’s level of engagement and the barriers encountered upon its inclusion. The study utilized Braun and Clarke's Thematic Analysis strategy, which was aided by a computer-assisted qualitative analysis, MAXQDA Analytics Pro 2022. The study revealed two emerging themes that described the influence of gamification in the students' virtual ecology, namely: (1) the effects of the integration of gamified instruction on students’ engagement; and (2) students' problems in using gamified instruction. Findings of this study may predate the institutionalization of the prospective enhancement of the teacher’s capabilities through the aid of gamification to improve the classroom engagement of the students in a virtual ecology towards a better understanding of the lesson in physical education settings.
References
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[2] O’ Shea, S., Stone, C., & Delahunty, J. (2015). “I ‘feel’ like I am at university even though I am online.” Exploring how students narrate their engagement with higher education institutions in an online learning environment. Distance Education, 36(1),41. https://doi.org/10.1080/01587919.20 15.1019970.
[3] Llorens-Largo, F., Gallego-Durán, F. J., Villagrá-Arnedo, C. J., Compañ- Rosique, P., Satorre-Cuerda, R., & Molina-Carmona, R. (2016). Gamification of the learning process: Lessons learned. IEEE Revista Iberoamericana de Tecnologías del Aprendizaje, 11(4), 227-234. https://doi.org/10.1109/RITA.2016. 2619138.
[4] Bhandari, P. (2020). An introduction to qualitativerese arch. Scribbr. https://www.scribbr.com/methodolo gy/qualitative-research/.
[5] Braun, V., & Clarke, V. (2006). Using Qualitative Research in Psycholog https://doi.org/10.1191/1478088706qp063 oa.
[6] Papp, T. A., & Theresa, A. (2017). Gamification effects on motivation and learning: Application to primary and college students. International Journal for Cross-Disciplinary Subjects in Education, https://doi.org/10.20533/ijcdse.2042.6364. 2017.0428.
[7] Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648- 019-09498-w.
[8] Su, C. H., & Cheng, C. H. (2015). Amobile gamification learning system for improving the learning motivation and achievements. Journal of Computer Assisted Learning, 31(3), 268-286. http://doi.org/10.1111/jcal.12088.
[9] Klabbers, J. H. (2018). On the architecture of game science. Simulation & Gaming,49(3),207-245.https://doi.org/10.1177/104687811876253 4.
[10] Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30, 100326. https://doi.org/10.1016/j.edurev.2020.100 326.
[11] Gómez-Carrasco, C. J., Monteagudo-Fernández, J., Moreno- Vera, J. R., & Sainz-Gómez, M. (2019). Effects of a gamification and flipped- classroom program for teaching training on motivation and learning perception. Education Sciences, 9(4), 299. https://doi.org/10.3390/educsci9040299.
[12] Korkmaz, Ö., & Öztürk, Ç. (2020). The effect of gamification activities on students' academic achievements in social studies courses, attitudes towards the course and cooperative learning skills. Participatory Educational Research, 7(1), 1-15.https://doi.org/10.17275/per.20.1.7.1.
[13] Jarvis, K. (2020). Using gamification to increase engagement during hybrid learning. George Lucas Educational Foundation.
[14] Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2013, October). Improving participation and learning with gamification. Proceedings of the First International Conference on Gameful Design, Research, and Applications, 10-17.
https://doi.org/10.1145/2583008.2583010.
[15] Sepehr, S., & Head, M. (2013, October). Competition as an element of gamification for learning: an exploratory longitudinal investigation. Proceedings of the First International Conference on Gameful Design, Research, and Applications, 2-9 https://doi.org/10.1145/2583008.2583009.
[16] Ejsing-Duun, S., & Karoff, H. S. (2014). Gamification of a Higher Education Course: What's the fun in that? European Conference on Game-based Learning 1, 92.
[17] Muntean, C.I. (2011, October). Raising engagement in e-learning through gamification. Proceedings of the 6 th international conference on virtual learning ICVL, 1, 323-329.
[18] Asigigan, S. I. & Samur, Y. (2021). The effect of gamified STEM practices on students’ intrinsic motivation, critical thinking disposition levels, and perception of problem-solving skills. International Journal of Education in Mathematics, Science, and Technology (IJEMST), 9(2), 332-352.
https://doi.org/10.46328/ijemst.1157.
[19] Smiderle, R., Rigo, S. J., Marques,L. B., de Miranda Coelho, J. A. P., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 1-11. https://doi.org/10.1186/s40561-019- 0098-x.
[20] Noor, S., Ali, M. N., & Husnine, S. M. (2020). Performance of online classes in Lahore, Pakistan during COVID-19. Performance Improvement, 59(9), 33-42 https://doi.org/10.1002/pfi.21938.
[21] Ogbu, J. E. (2015). Influences of inadequate instructional materials and facilities in teaching and learning of electrical/electronic technology education courses. International Journal of Vocational and Technical Education, 7(3), 20-27. https://doi.org/5897/IJVTE2014.0164.
[22] Dridi, M. A., Radhakrishnan, D., Moser-Mercer, B., & DeBoer, J. (2020). Challenges of blended learning in refugee camps: when internet connectivity fails, human connection succeeds. The International Review of Research in Open and Distributed Learning, 21(3), 250-263. https://doi.org/10.19173/irrodl.v21i3.4 770.
[23] Yildirim, I. G. (2016). Time pressure as video game design element and basic need satisfaction. Proceedings of the 2016 CHI Conference Extended Abstracts on Human Factors in Computing Systems, 2005-2011. https://doi.org/10.1145/2851581.28922 98.
[24] Widmer, P. S., Semmer, N. K., Kälin, W., Jacobshagen, N., & Meier, L. L. (2012).The ambivalence of challenge stressors: Time pressure associated with both negative and positive well-being. Journal of Vocational Behavior, 80(2), 422-433. https://doi.org/10.1016/j.jvb.2011.09.00 6.
Published
2023-11-11
How to Cite
M. MarcaidaJ. L. (2023). GAMIFICATION IN VIRTUAL ECOLOGY (GIVE): ENHANCING CLASSROOM ENGAGEMENT IN PHYSICAL EDUCATION. Proceedings of International Interdisciplinary Conference on Sustainable Development Goals (IICSDGs), 6(1), 150-158. Retrieved from https://journals.ubmg.ac.id/index.php/IICSDGs/article/view/1612
