A Conceptual Framework of the Assessment of the Effectiveness of Gamification in Learning Process
Main Article Content
Higher education has recognized the generation gaps problem which cause the different perceptions between teachers and learners. As opposed to the traditional learning style, the active learning techniques have been introduced to mitigate the problems by creating more interaction and participation learning environments during the class. Gamification was brought into the educational institutes as one of the active learning activities and was reported as a successful approach. However, the problem was found the previous research regarding the measurement model of the effectiveness of gamification. The previous research used the similar measurement model that was noticed as a pattern providing predictable results as the game-involved group reported better performance than non-game-involved group. Therefore, this paper proposes the measurement model of the effectiveness of gamification by adapting the Flow theory (Csikszentmihalyi, 1990) as the grounded theory. Also, the framework includes the different game characteristics as the independent variables influencing the effectiveness of the gamification. Last, since personality traits of students plays an important role in learning achievement in terms of learning preferences and knowledge gaining, this framework includes the personality as a moderation variable affecting the relationship between game characteristics and the effectiveness of gamification. Both theoretical and practical implication were discussed in the paper.
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เนื้อหาและข้อมูลในบทความที่ตีพิมพ์ในวารสารการศึกษาและนวัตกรรมการเรียนรู้ ถือเป็นข้อคิดเห็นและความรับผิดชอบของผู้เขียน ซึ่งกองบรรณาธิการวารสาร ไม่จำเป็นต้องเห็นด้วยหรือร่วมรับผิดชอบใด ๆ และไม่สงวนสิทธิ์การคัดลอกบทความเพื่อใช้ประโยชน์ทางวิชาการ แต่ให้อ้างอิงข้อมูลแสดงที่มาของบทความทุกครั้งที่นำไปใช้ประโยชน์
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