Open AccessGamification Framework and Achievement Motivation in Digital Era : Concept and Effectiveness
Author(s) -
Nisaul Barokati Seliro Wangi,
Paisal Halim,
Syamsiah Badruddin,
Taufan Maulamin,
Muhammad Ikhsan Setiawan,
Muh Barid Nizarudin Wajdi,
Agung Kesna Mahatmaharti,
Dwi Fita Heriyawati,
Janner Simarmata
Publication year - 2018
Publication title -
international journal of engineering and technology
Language(s) - English
Resource type - Journals
ISSN - 2227-524X
DOI - 10.14419/ijet.v7i3.6.17487
Subject(s) - reading (process) , scale (ratio) , process (computing) , mathematics education , psychology , computer science , digital era , knowledge management , intrinsic motivation , social psychology , world wide web , the internet , political science , law , physics , quantum mechanics , operating system
Students’ passive activities, such as reading and watching activity make learning process can't run well. Only active communication with their colleagues, facilitators, and other learning resources make process run well. In this case, we use gamification to improve student's learning motivation. This study used four scales to obtain consistent and measurable data. Scale 1 and 2 were to analyze the level of knowledge about gamification framework, Scale 3 for concept and effectiveness and Scale 4 for fun learning. In conclusion, entrepreneurship courses through gamification runs effectively because students are interested in gamification because it is new for them and able to establish good communication patterns as well as makes students more literate on technology.