GAMIFICATION IN TEACHING INNOVATION: PERCEPTION OF TEACHER ADAPTATION WITH THE ORGANISM-RESPONSE STIMULUS PARADIGM

GAMIFICATION IN TEACHING INNOVATION: PERCEPTION OF TEACHER ADAPTATION WITH THE ORGANISM-RESPONSE STIMULUS PARADIGM

• By Anggarini, Desy Tri;
• D3 - Sistem Informasi
• 335
• 4

The use of gamification in teaching innovation provides hope to
involve students, motivate in their learning study. Most of the
previous studies examined the success of gamification for
students. However, there are few studies that examine teacher
perceptions in adapting the application of gamification. In this
study, we used a qualitative approach to delve deeper into the
opportunities and barriers teachers feel in implementing learning
gamification. The results showed that some teachers could see the
benefits of gamification in attracting students' interest in learning
and creating more interactive learning. From the other side, some
teachers find gamification challenging in its application. The
perceived barriers for teachers to use gamification are lack of time
in preparing gamification, lack of knowledge about gamification,
and inapposite class arrangements for game educatin activities.
There must be a stimulus from related organizations in
overcoming this problem, for example by providing teacher
training on the benefits of applying gamification to encourage the
response of teachers in implementing gamification learning.

• Katakunci gamification, education
• URL https://journal.ipts.ac.id/index.php/ED/article/view/4330
• Penerbit ,

REFERENSI

Abt, C. C. (1970). Serious games: The art and
science of games that simulate life. New York:
Viking Press.
Creswell, J. . (2017). Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches.
SAGE Publications: Thousand Oaks, CA,
USA.
Da Rocha Seixas, L., Gomes, A. S., & De Melo
Filho, I. J. (2016). Effectiveness of
gamification in the engagement of students.
Computers in Human Behavior, 58, 48–63.
https://doi.org/10.1016/j.chb.2015.11.021
Deterding, S. (2011). From game design elements to
gamefulness: Defining “gamification.” In
Proceedings of the 15th International
Academic MindTrek Conference: Envisioning
Future Media Environments, MindTrek 2011
(pp. 9–15).
https://doi.org/10.1145/2181037.2181040
Gabrielle, D. M. (2002). The Effects of
TechnologyMediated Instructional Strategies
on Motivation, Performance, and Self-
Directed Learning (Electronic): U.S. Military
Academy Center for Teaching Excellence.
Glover, I. (2013). Play as you learn: Gamification as
a technique for motivating learners. In J.
Herrington, et Al. (Eds.),Proceedings of the
Educational Multimedia, Hypermedia and
Telecommunications Conference (Pp. 1999–
2008).
Hovland, Carl I., Irving K. Janis, and Harold H., K.
(1953). Communication and Persuasion. New
Haven, CT: Yale University Press.
Jain, A., & Dutta, D. (2019). Millennials and
Gamification: Guerilla Tactics for Making
Learning Fun. South Asian Journal of Human
Resources Management, 6(1), 29–44.
https://doi.org/10.1177/2322093718796303
Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E.
(2016). Teachers’ Attitude towards and Actual
Use of Gamification. Procedia - Social and
Behavioral Sciences, 228(June), 682–688.
https://doi.org/10.1016/j.sbspro.2016.07.104
Mehrabian, A., & Russell, J. A. (1974). An approach
to environmental psychology. the MIT Press.
Mouili, F., Bouhamidi, S., Bakader, M., & Maameri,
Y. (2014). Attitude and Motivations in
Learning English as a Foreign Languange.
International Journal of Arts and Sciences,
7(3), 117–128.
Piaget, J. (1962). Play, dreams and imitation in
childhood. New York: W.W. Norton & Co.
Sánchez-Men