A Conceptual Framework of the Assessment of the Effectiveness of Gamification in Learning Process
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Abstract
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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