the Role of Gamification in Improving Academic Performance of Engineering Students: A Study in a Hybrid Problem-Based Learning Environment

Document Type : Research Paper

Author

shiraz university

Abstract

Extended abstract
Introduction: The purpose of this research is to investigate the effect of gamification in the hybrid environment of problem-based learning on the academic performance of engineering students of Shiraz University. With the increase in the number of educational institutions, there is a greater need to focus on providing specialized technical knowledge and skills to students to increase their productivity and prospects for a better life, which leads to the economic progress of a country. In fact, the primary goal of educational institutions is to help students understand course materials and obtain a grade that provides the possibility of academic and professional progress, and based on this, academic performance is considered an important and significant component among academics. It can be proposed that the development of more effective methods for teaching with technology in the field of academic performance development can have a positive effect on the professional performance of individuals and have a positive effect on the extent of maintaining the organization's performance, productivity levels, and employee satisfaction. Therefore, on this basis, it is worth noting that the university revises the classic models of education and prepares students for new challenges in the world of work, training them to solve industry problems, leadership and project management, pioneers in ideas and solutions to problems in the work environment. to consider what they will face and the key to realizing these is to try to improve academic performance.
Research questions: As a question in this study, is there a significant difference between the academic performance of the students of the experimental group and the control group in the test to measure academic performance after training through gamification in the hybrid environment of problem-based learning?
Methods:
Often in educational studies, random assignment of subjects to treatment plans is neither practical nor possible. This is especially likely to occur in education-oriented research and precludes true experimental designs; Therefore, quasi-experiment can be planned as an option. One of the important components of quasi-experimental study is the use of pre-test or analysis of previous achievements to establish group equivalence. In this research, a semi-experimental method was used with a post-test design with control and experimental groups. The statistical population was engineering students of Shiraz University. The sampling method in the present study is the method of random selection (groups), and the groups were divided into two experimental and control groups by random selection. The experimental group consisted of 18 students (a class of 18 students) and the other group as a control group 20 students (a class of 20 students) were determined in this study. The data were collected using a researcher-made test and the validity and reliability of the test were confirmed.
Results: In the covariance test, the sum of squares of the post-test (8.716) was obtained based on F (1.69) at 1 degree of freedom and a significance level of 0.02, and based on the eta square in the post-test (0.05), the effect size was significant. Therefore, there is a significant difference between the average score of the students in the experimental and control groups in the post-test of academic performance, and the academic performance of the experimental group is significantly higher than that of the control group.
Discussion: In general, the academic performance in technical and engineering fields is considered as an evaluation of hard professional skills. In the combined and problem-oriented classroom gamification method, it was proved that skills including professional skills (academic performance) can be developed optimally and simultaneously. By applying the mentioned outputs of the present study, middle level managers will be able to develop employability skills in different faculties of the university with an interdisciplinary approach while improving academic performance and achieve the construction of a "sustainable employability skill network". Also, professors, trainers and educational technicians, by acquiring a technology-oriented perspective, will distance themselves from one-sided and traditional methods and will pay special attention to the principle of "suitability of designing learning spaces to the requirements and needs of the young generation". The objective and mid-term results of this study in the alignment of engineering education policies, the consolidation and development of the two-way relationship between industry and university, the increase in industry demand for the employment of university-trained students and the growth of graduate employment statistics, the development of technological and problem-oriented hybrid learning platforms. transferring the method and platform of education to other fields and faculties, the growth of academic performance and hard skills in the long term, and finally the all-round promotion of engineering professional competencies in order to reduce academic-industrial-economic conflicts, will be fruitful. Was. Educational planners and policymakers can benefit from the design and application of new educational methods in order to improve the level of academic performance of students, enrich graduates and, as a result, improve the employability of engineering students.

Highlights

 Al Matalka, M., & Al Dwakat, M. (2022). The Academic Performance Challenges of Students in terms of Obtaining the Cumulative average Required from Donors to Continuing Study. Journal of Positive School Psychology, 6(8), 8494-8502.

Alneyadi, S., Wardat, Y., Alshannag, Q., & Abu-Al-Aish, A. (2023). The effect of using smart e-learning app on the academic achievement of eighth-grade students. Eurasia Journal of Mathematics, Science and Technology Education, 19(4), em2248.

Alsheikh, N. A. (2019). Developing an integrated framework to utilize big data for higher education institutions in Saudi Arabia. International Journal of Computer Science & Information Technology (IJCSIT) Vol,. 11

Berry, G. R., & Hughes, H. (2019). Integrating work-life balance with 24/7 information and communication technologies: The experience of adult. American Journal of Distance Education, 34(2), 91–105. https://doi.org/10.1080/08923647.2020.1701301

Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic resource use for learning: A self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science, 28(6), 774-785.

Clark, R. M., Besterfield-Sacre, M., Budny, D., Clark, W. W., Norman, B. A., Parker, R. S., ... & Slaughter, W. S. (2016). Flipping engineering courses: A school wide initiative. Advances in Engineering Education, 5(3), 1-39.

Devlin, M., & McKay, J. (2016). Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities. Australasian Journal of Educational Technology, 32(1), 92–106. https://doi.org/10.14742/ajet.2053

Díaz Lantada, A. (2022). Engineering Education 5.0: Strategies for a Successful Transformative Project-Based Learning. IntechOpen. doi: 10.5772/intechopen.102844.

Dikmen, M. (2021). Does Gamification Affect Academic Achievement? A Meta-Analysis of Studies Conducted in Turkey. International Journal of Curriculum and Instruction, 13(3), 3001-3020.

Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school level. Journal of quality and technology management, 7(2), 1-14.

Fülöp, M. T., Breaz, T. O., Topor, I. D., Ionescu, C. A., & Dragolea, L. L. (2023). Challenges and perceptions of e-learning for educational sustainability in the “new normality era”. Frontiers in Psychology, 14, 1104633.

García-López, I. M., Acosta-Gonzaga, E., & Ruiz-Ledesma, E. F. (2023). Investigating the impact of gamification on student motivation, engagement, and performance. Education Sciences, 13(8), 813.

Gill, S. K., & Singh, G. (2019). Developing inclusive learning environments at management education institutions. Academy of Management Annual Meeting Proceedings, 1, 10197. https://doi.org/10.5465/AMBPP.2019.10197abstract

González-Fernández, A., Revuelta-Domínguez, F. I., & Fernández-Sánchez, M. R. (2022). Models of instructional Design in Gamification: a systematic review of the literature. Education Sciences, 12(1), 44.

Green, R. A., Whitburn, L. Y., Zacharias, A., Byrne, G., & Hughes, D. L. (2018). The relationship between student engagement with online content and achievement in a blended learning anatomy course. Anatomical sciences education, 11(5), 471-477.

Harris, J., & Park, C. (2016). A case study on blended learning in engineering education. Proceedings of the Canadian Engineering Education Association (CEEA).

Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16, 235-266.

Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., ... & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68, 1875-1901.

Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4, No. 1, p. 1722).

Jamieson, M. V., & Shaw, J. M. (2016). Online learning element design–development and application experiences. Proceedings of the Canadian Engineering Education Association (CEEA).

Karabulut‐Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411.

Kumar, S., Agarwal, M., & Agarwal, N. (2021). Defining and measuring academic performance of Hei students-a critical review. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 3091-3105.

Leemkuil, H., De Jong, T., De Hoog, R., & Christoph, N. (2003). KM QUEST: A collaborative Internet-based simulation game. Simulation & gaming, 34(1), 89-111.

Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International journal of human-computer studies, 144, 102496.

Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis. Frontiers in Psychology, 14, 1253549.

Li, X., Liu, Z., & Ji, L. (2024). On the correlation among the students’ epistemic cognition, academic emotions, and academic achievement in higher education. Heliyon, (9)10

Littenberg-Tobias, J., & Reich, J. (2020). Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program. The Internet and Higher Education, 47, 100759. https://doi.org/10.1016/j.iheduc.2020.100759

Marsithi, A., & Alias, M. (2013). Successful intelligence via Problem-Based Learning: Promoting employability skills of engineering graduates. In Proceedings of the Research in Engineering Education Symposium, Kuala Lumpur, Malaysia.

Martínez-Argüelles, M. J., Plana-Erta, D., & Fitó-Bertran, À. (2023). Impact of using authentic online learning environments on students’ perceived employability. Educational technology research and development, 71(2), 605-627.

Meyers, K. L. (2016). A course to promote informed selection of an engineering major using a partially flipped classroom model. Journal of STEM Education: Innovations and Research, 17(3).

Miranda, J., Navarrete, C., Noguez, J., Molina-Espinosa, J. M., Ramírez-Montoya, M. S., Navarro-Tuch, S. A., ... & Molina, A. (2021). The core components of education 4.0 in higher education: Three case studies in engineering education. Computers & Electrical Engineering, 93, 107278.

Mishra, R. (2019, February). Usage of data analytics and artificial intelligence in ensuring quality assurance at higher education institutions. In 2019 Amity International Conference on Artificial Intelligence (AICAI) (pp. 1022-1025). IEEE.

Mora, A., Zaharias, P., González, C., & Arnedo-Moreno, J. (2016). Fraggle: a framework for agile gamification of learning experiences. In Games and Learning Alliance: 4th International Conference, GALA 2015, Rome, Italy, December 9-11, 2015, Revised Selected Papers 4 (pp. 530-539). Springer International Publishing.

Narad, A., & Abdullah, B. (2016). Academic performance of senior secondary school students: Influence of parental encouragement and school environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 12-19.

Navarro-Mateos, C., Pérez-López, I. J., & Marzo, P. F. (2021). Gamification in the Spanish educational field: A systematic review. Retos, 42, 507-516.

Nehring, N., Baghaei, N., & Dacey, S. (2018, March). Improving Students' Performace Through Gamification: A User Study. In CSEDU (1) (pp. 213-218).

Norman, G. R., & Schmidt, H. G. (2000). Effectiveness of problem‐based learning curricula: Theory, practice and paper darts. Medical education, 34(9), 721-728.

Rahman, A. (2017). A blended learning approach to teach fluid mechanics in engineering. European Journal of Engineering Education, 42(3), 252-259.

Ritzhaupt, A. D., Huang, R., Sommer, M., Zhu, J., Stephen, A., Valle, N., ... & Li, J. (2021). A meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes. Educational Technology Research and Development, 69(5), 2493-2522.

Rivera, E. S., & Garden, C. L. P. (2021). Gamification for student engagement: a framework. Journal of further and higher education, 45(7), 999-1012.

Rono, K., Onderi, H., & Owino, J. (2014). Perceptions of causes of poor academic performance amongst selected secondary schools in Kericho Sub-County: Implications for school managemen.

Roselin, A. M. B., & Archana, M. M. (2023). GAMIFICATION FOR SKILL DEVELOPMENT IN EDUCATION: OPPORTUNITIES AND CHALLENGES. NCSDSGE–2023, 49.

Ross, S. M., & Morrison, G. R. (2013). Experimental research methods. In Handbook of research on educational communications and technology (pp. 1007-1029). Routledge.

Sardo, M. (2023). Gamification: Design models, academic achievement and pedagogical value. A second order analysis of evidence. Form@ re-Open Journal per la formazione in rete, 23(2), 176-188.

Shaheen, M. N. U. K., & Shah, N. H. (2023). Factors Affecting Academic.

Shanmuganathan, S. (2018). Engineering education online: Challenges, opportunities and solutions adopted in Australian, US and EU universities. Blended Learning in Engineering Education, 125-137.

Shen, Y. (2024). Harmonious passion and academic achievement in higher education: The mediating influence of exploratory and exploitative learning strategies. Heliyon, (9)10.

Singh, A., Rocke, S., Pooransingh, A., & Ramlal, C. J. (2019). Improving student engagement in teaching electric machines through blended learning. IEEE Transactions on Education, 62(4), 297-304.

Singh, S. P., Malik, S., & Singh, P. (2016). Research paper factors affecting academic performance of students. Indian Journal of Research, 5(4), 176-178.

Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 3.

Stephen, O. O., & Festus, O. O. (2022). Utilization of work-based learning program to develop employability skill of workforce (craftsmen) in construction industry towards industrial development. Indonesian Journal of Educational Research and Technology, 2(3), 179-188.

Stone, C., O’Shea, S., May, J., Delahunty, J., & Partington, Z. (2016). Opportunity through online learning: Experiences of first-in-family students in online open-entry higher education. Australian Journal of Adult Learning, 56(2), 146–169.

Sun, M., & Sun, W. (2023, June). The Integration of Network Technology and Problem-Based Learning in Higher Education Curriculum Development in China. In Proceedings of the 2nd International Conference on Internet Technology and Educational Informatization, ITEI 2022, December 23-25, 2022, Harbin, China.

Tadese, M., Yeshaneh, A., & Mulu, G. B. (2022). Determinants of good academic performance among university students in Ethiopia: a cross-sectional study. BMC Medical Education, 22(1), 395

Tri, N. M., Hoang, P. D., & Dung, N. T. (2021). Impact of the industrial revolution 4.0 on higher education in Vietnam: challenges and opportunities. Linguistics and Culture Review, 5(S3), 1-15.

Werbach, K., Hunter, D., & Dixon, W. (2012). For the win: How game thinking can revolutionize your business (Vol. 1). Philadelphia: Wharton digital press.

Wongso, O., & Rosmansyah, Y. (2014, August). Gamification framework model, based on social engagement in e-learning 2.0. In 2014 2nd international conference on technology, informatics, management, engineering & environment (pp. 10-14). IEEE.

Yan, L., Yinghong, Y., Lui, S. M., Whiteside, M., & Tsey, K. (2019). Teaching “soft skills” to university students in China: The feasibility of an Australian approach. Educational Studies, 45(2), 242-258.

York, T. T., Gibson, C., & Rankin, S. (2019). Defining and measuring academic success. Practical assessment, research, and evaluation, 20(1), 5.

Zeng, J., Sun, D., Looi, C. K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology.

 

Keywords

Main Subjects

References

 Al Matalka, M., & Al Dwakat, M. (2022). The Academic Performance Challenges of Students in terms of Obtaining the Cumulative average Required from Donors to Continuing Study. Journal of Positive School Psychology, 6(8), 8494-8502.
Alneyadi, S., Wardat, Y., Alshannag, Q., & Abu-Al-Aish, A. (2023). The effect of using smart e-learning app on the academic achievement of eighth-grade students. Eurasia Journal of Mathematics, Science and Technology Education, 19(4), em2248.
Alsheikh, N. A. (2019). Developing an integrated framework to utilize big data for higher education institutions in Saudi Arabia. International Journal of Computer Science & Information Technology (IJCSIT) Vol,. 11
Berry, G. R., & Hughes, H. (2019). Integrating work-life balance with 24/7 information and communication technologies: The experience of adult. American Journal of Distance Education, 34(2), 91–105. https://doi.org/10.1080/08923647.2020.1701301
Chen, P., Chavez, O., Ong, D. C., & Gunderson, B. (2017). Strategic resource use for learning: A self-administered intervention that guides self-reflection on effective resource use enhances academic performance. Psychological Science, 28(6), 774-785.
Clark, R. M., Besterfield-Sacre, M., Budny, D., Clark, W. W., Norman, B. A., Parker, R. S., ... & Slaughter, W. S. (2016). Flipping engineering courses: A school wide initiative. Advances in Engineering Education, 5(3), 1-39.
Devlin, M., & McKay, J. (2016). Teaching students using technology: Facilitating success for students from low socioeconomic status backgrounds in Australian universities. Australasian Journal of Educational Technology, 32(1), 92–106. https://doi.org/10.14742/ajet.2053
Díaz Lantada, A. (2022). Engineering Education 5.0: Strategies for a Successful Transformative Project-Based Learning. IntechOpen. doi: 10.5772/intechopen.102844.
Dikmen, M. (2021). Does Gamification Affect Academic Achievement? A Meta-Analysis of Studies Conducted in Turkey. International Journal of Curriculum and Instruction, 13(3), 3001-3020.
Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting students’ quality of academic performance: A case of secondary school level. Journal of quality and technology management, 7(2), 1-14.
Fülöp, M. T., Breaz, T. O., Topor, I. D., Ionescu, C. A., & Dragolea, L. L. (2023). Challenges and perceptions of e-learning for educational sustainability in the “new normality era”. Frontiers in Psychology, 14, 1104633.
García-López, I. M., Acosta-Gonzaga, E., & Ruiz-Ledesma, E. F. (2023). Investigating the impact of gamification on student motivation, engagement, and performance. Education Sciences, 13(8), 813.
Gill, S. K., & Singh, G. (2019). Developing inclusive learning environments at management education institutions. Academy of Management Annual Meeting Proceedings, 1, 10197. https://doi.org/10.5465/AMBPP.2019.10197abstract
González-Fernández, A., Revuelta-Domínguez, F. I., & Fernández-Sánchez, M. R. (2022). Models of instructional Design in Gamification: a systematic review of the literature. Education Sciences, 12(1), 44.
Green, R. A., Whitburn, L. Y., Zacharias, A., Byrne, G., & Hughes, D. L. (2018). The relationship between student engagement with online content and achievement in a blended learning anatomy course. Anatomical sciences education, 11(5), 471-477.
Harris, J., & Park, C. (2016). A case study on blended learning in engineering education. Proceedings of the Canadian Engineering Education Association (CEEA).
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn?. Educational psychology review, 16, 235-266.
Huang, R., Ritzhaupt, A. D., Sommer, M., Zhu, J., Stephen, A., Valle, N., ... & Li, J. (2020). The impact of gamification in educational settings on student learning outcomes: A meta-analysis. Educational Technology Research and Development, 68, 1875-1901.
Hunicke, R., LeBlanc, M., & Zubek, R. (2004, July). MDA: A formal approach to game design and game research. In Proceedings of the AAAI Workshop on Challenges in Game AI (Vol. 4, No. 1, p. 1722).
Jamieson, M. V., & Shaw, J. M. (2016). Online learning element design–development and application experiences. Proceedings of the Canadian Engineering Education Association (CEEA).
Karabulut‐Ilgu, A., Jaramillo Cherrez, N., & Jahren, C. T. (2018). A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, 49(3), 398-411.
Kumar, S., Agarwal, M., & Agarwal, N. (2021). Defining and measuring academic performance of Hei students-a critical review. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 12(6), 3091-3105.
Leemkuil, H., De Jong, T., De Hoog, R., & Christoph, N. (2003). KM QUEST: A collaborative Internet-based simulation game. Simulation & gaming, 34(1), 89-111.
Legaki, N. Z., Xi, N., Hamari, J., Karpouzis, K., & Assimakopoulos, V. (2020). The effect of challenge-based gamification on learning: An experiment in the context of statistics education. International journal of human-computer studies, 144, 102496.
Li, M., Ma, S., & Shi, Y. (2023). Examining the effectiveness of gamification as a tool promoting teaching and learning in educational settings: a meta-analysis. Frontiers in Psychology, 14, 1253549.
Li, X., Liu, Z., & Ji, L. (2024). On the correlation among the students’ epistemic cognition, academic emotions, and academic achievement in higher education. Heliyon, (9)10
Littenberg-Tobias, J., & Reich, J. (2020). Evaluating access, quality, and equity in online learning: A case study of a MOOC-based blended professional degree program. The Internet and Higher Education, 47, 100759. https://doi.org/10.1016/j.iheduc.2020.100759
Marsithi, A., & Alias, M. (2013). Successful intelligence via Problem-Based Learning: Promoting employability skills of engineering graduates. In Proceedings of the Research in Engineering Education Symposium, Kuala Lumpur, Malaysia.
Martínez-Argüelles, M. J., Plana-Erta, D., & Fitó-Bertran, À. (2023). Impact of using authentic online learning environments on students’ perceived employability. Educational technology research and development, 71(2), 605-627.
Meyers, K. L. (2016). A course to promote informed selection of an engineering major using a partially flipped classroom model. Journal of STEM Education: Innovations and Research, 17(3).
Miranda, J., Navarrete, C., Noguez, J., Molina-Espinosa, J. M., Ramírez-Montoya, M. S., Navarro-Tuch, S. A., ... & Molina, A. (2021). The core components of education 4.0 in higher education: Three case studies in engineering education. Computers & Electrical Engineering, 93, 107278.
Mishra, R. (2019, February). Usage of data analytics and artificial intelligence in ensuring quality assurance at higher education institutions. In 2019 Amity International Conference on Artificial Intelligence (AICAI) (pp. 1022-1025). IEEE.
Mora, A., Zaharias, P., González, C., & Arnedo-Moreno, J. (2016). Fraggle: a framework for agile gamification of learning experiences. In Games and Learning Alliance: 4th International Conference, GALA 2015, Rome, Italy, December 9-11, 2015, Revised Selected Papers 4 (pp. 530-539). Springer International Publishing.
Narad, A., & Abdullah, B. (2016). Academic performance of senior secondary school students: Influence of parental encouragement and school environment. Rupkatha Journal on Interdisciplinary Studies in Humanities, 8(2), 12-19.
Navarro-Mateos, C., Pérez-López, I. J., & Marzo, P. F. (2021). Gamification in the Spanish educational field: A systematic review. Retos, 42, 507-516.
Nehring, N., Baghaei, N., & Dacey, S. (2018, March). Improving Students' Performace Through Gamification: A User Study. In CSEDU (1) (pp. 213-218).
Norman, G. R., & Schmidt, H. G. (2000). Effectiveness of problem‐based learning curricula: Theory, practice and paper darts. Medical education, 34(9), 721-728.
Rahman, A. (2017). A blended learning approach to teach fluid mechanics in engineering. European Journal of Engineering Education, 42(3), 252-259.
Ritzhaupt, A. D., Huang, R., Sommer, M., Zhu, J., Stephen, A., Valle, N., ... & Li, J. (2021). A meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes. Educational Technology Research and Development, 69(5), 2493-2522.
Rivera, E. S., & Garden, C. L. P. (2021). Gamification for student engagement: a framework. Journal of further and higher education, 45(7), 999-1012.
Rono, K., Onderi, H., & Owino, J. (2014). Perceptions of causes of poor academic performance amongst selected secondary schools in Kericho Sub-County: Implications for school managemen.
Roselin, A. M. B., & Archana, M. M. (2023). GAMIFICATION FOR SKILL DEVELOPMENT IN EDUCATION: OPPORTUNITIES AND CHALLENGES. NCSDSGE–2023, 49.
Ross, S. M., & Morrison, G. R. (2013). Experimental research methods. In Handbook of research on educational communications and technology (pp. 1007-1029). Routledge.
Sardo, M. (2023). Gamification: Design models, academic achievement and pedagogical value. A second order analysis of evidence. Form@ re-Open Journal per la formazione in rete, 23(2), 176-188.
Shaheen, M. N. U. K., & Shah, N. H. (2023). Factors Affecting Academic.
Shanmuganathan, S. (2018). Engineering education online: Challenges, opportunities and solutions adopted in Australian, US and EU universities. Blended Learning in Engineering Education, 125-137.
Shen, Y. (2024). Harmonious passion and academic achievement in higher education: The mediating influence of exploratory and exploitative learning strategies. Heliyon, (9)10.
Singh, A., Rocke, S., Pooransingh, A., & Ramlal, C. J. (2019). Improving student engagement in teaching electric machines through blended learning. IEEE Transactions on Education, 62(4), 297-304.
Singh, S. P., Malik, S., & Singh, P. (2016). Research paper factors affecting academic performance of students. Indian Journal of Research, 5(4), 176-178.
Smiderle, R., Rigo, S. J., Marques, L. B., Peçanha de Miranda Coelho, J. A., & Jaques, P. A. (2020). The impact of gamification on students’ learning, engagement and behavior based on their personality traits. Smart Learning Environments, 7(1), 3.
Stephen, O. O., & Festus, O. O. (2022). Utilization of work-based learning program to develop employability skill of workforce (craftsmen) in construction industry towards industrial development. Indonesian Journal of Educational Research and Technology, 2(3), 179-188.
Stone, C., O’Shea, S., May, J., Delahunty, J., & Partington, Z. (2016). Opportunity through online learning: Experiences of first-in-family students in online open-entry higher education. Australian Journal of Adult Learning, 56(2), 146–169.
Sun, M., & Sun, W. (2023, June). The Integration of Network Technology and Problem-Based Learning in Higher Education Curriculum Development in China. In Proceedings of the 2nd International Conference on Internet Technology and Educational Informatization, ITEI 2022, December 23-25, 2022, Harbin, China.
Tadese, M., Yeshaneh, A., & Mulu, G. B. (2022). Determinants of good academic performance among university students in Ethiopia: a cross-sectional study. BMC Medical Education, 22(1), 395
Tri, N. M., Hoang, P. D., & Dung, N. T. (2021). Impact of the industrial revolution 4.0 on higher education in Vietnam: challenges and opportunities. Linguistics and Culture Review, 5(S3), 1-15.
Werbach, K., Hunter, D., & Dixon, W. (2012). For the win: How game thinking can revolutionize your business (Vol. 1). Philadelphia: Wharton digital press.
Wongso, O., & Rosmansyah, Y. (2014, August). Gamification framework model, based on social engagement in e-learning 2.0. In 2014 2nd international conference on technology, informatics, management, engineering & environment (pp. 10-14). IEEE.
Yan, L., Yinghong, Y., Lui, S. M., Whiteside, M., & Tsey, K. (2019). Teaching “soft skills” to university students in China: The feasibility of an Australian approach. Educational Studies, 45(2), 242-258.
York, T. T., Gibson, C., & Rankin, S. (2019). Defining and measuring academic success. Practical assessment, research, and evaluation, 20(1), 5.
Zeng, J., Sun, D., Looi, C. K., & Fan, A. C. W. (2024). Exploring the impact of gamification on students’ academic performance: A comprehensive meta‐analysis of studies from the year 2008 to 2023. British Journal of Educational Technology.
 

Files

History

  • Receive Date: 02 September 2024
  • Revise Date: 12 March 2025
  • Accept Date: 05 May 2025

Share

How to cite

Statistics