Article Sidebar

Published
Jan 31, 2024
Download
PDF
Statistic
Read Counter : 0 Download : 105

Main Article Content

Abstract

This research investigates the impact of Non-digital Gamification (NDG) techniques on students' math achievement, focusing on Fractions. Utilizing a quasi-experimental design, the study involved 100 primary school students in Perak. Two groups were formed: the control group, which followed traditional teaching methods, and the experimental group, which experienced NDG learning approaches. The findings indicate that students using NDG perform better in math (fractions) assessments compared to those using conventional methods. This study provides empirical evidence supporting the efficacy of NDG in teaching Fractions. The results underscore the potential for educators to innovate and enhance gamification tools, particularly in mathematics, contributing to educational advancements aligned with the goals of the Malaysian Ministry of Education.

Keywords

Experimental Fraction Gamification Innovation Mathematics

Article Details

Creative Commons License

This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

References

  1. Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International journal of innovation, management and technology, 7(4), 132-136.

  2. Aldemir, T., Celik, B., & Kaplan, G. (2018). A qualitative investigation of student perceptions of game elements in a gamified course. Computers in human Behavior, 78, 235-254. https://doi.org/10.1016/j.chb.2017.10.001

  3. Andini, M., & Yunianta, T. N. H. (2018). The development of borad game “The adventure of algebra” in the senior high school mathematics learning. Al-Jabar: Jurnal Pendidikan Matematika, 9(2), 95-109. https://doi.org/10.24042/ajpm.v9i2.3424

  4. Bankole, I. S. (2018). Deploying card games as tools in learning chemistry concepts in Nigerian classrooms. Journal of Chemical society of Nigeria, 43(3), 325-335.

  5. Barata, G., Gama, S., Jorge, J., & Gonçalves, D. (2017). Studying student differentiation in gamified education: A long-term study. Computers in human Behavior, 71, 550-585. https://doi.org/10.1016/j.chb.2016.08.049

  6. Barros, C., Carvalho, A. A., & Salgueiro, A. (2020). The effect of the serious game Tempoly on learning arithmetic polynomial operations. Education and Information Technologies, 25(3), 1497-1509. https://doi.org/10.1007/s10639-019-09990-4

  7. Braithwaite, D. W., Tian, J., & Siegler, R. S. (2018). Do children understand fraction addition? Developmental Science, 21(4), e12601. https://doi.org/10.1111/desc.12601

  8. Buckley, P., & Doyle, E. (2017). Individualising gamification: An investigation of the impact of learning styles and personality traits on the efficacy of gamification using a prediction market. Computers & Education, 106, 43-55. https://doi.org/10.1016/j.compedu.2016.11.009

  9. Busadee, N., & Klieosinak, A. (2017). Reinforcement games for enhancing Thai high school students’ performances on basic geometry. ERS Spectrum (Educational Research Service), 29(1), 1-7.

  10. Cesur, K. (2019). Opening many locks with a master key: Six EFL games played with a set of cards. In English Teaching Forum (pp. 1-8).

  11. Chua, Y. P. (2006). Asas statistik penyelidikan. McGraw-Hill Education.

  12. Chung, C., Yen-Chih, H., Yeh, R., & Lou, S. (2017). The influence of board games on mathematical spatial ability of grade 9 students in junior high school. PEOPLE: International Journal of Social Sciences, 3(1), 120-143. https://doi.org/10.20319/pijss.2017.31.120143

  13. Copur-Gencturk, Y. (2021). Teachers’ conceptual understanding of fraction operations: results from a national sample of elementary school teachers. Educational Studies in Mathematics, 107(3), 525-545. https://doi.org/10.1007/s10649-021-10033-4

  14. Creswell, J. W. (2012). Educational Research: Planning, Conducting and evaluating Quantitative and Qualitative Research (4th ed.). Pearson.

  15. Ding, L. (2019). Applying gamifications to asynchronous online discussions: A mixed methods study. Computers in human Behavior, 91, 1-11. https://doi.org/10.1016/j.chb.2018.09.022

  16. Doğan, A., & Tertemiz, N. I. (2020). Fraction models used by primary school teachers. Ilkogretim Online, 19(4), 1888-1901. https://doi.org/10.17051/ilkonline.2020.762538

  17. El-Hilly, A. A., Iqbal, S. S., Ahmed, M., Sherwani, Y., Muntasir, M., Siddiqui, S., Al-Fagih, Z., Usmani, O., & Eisingerich, A. B. (2016). Game on? Smoking cessation through the gamification of mHealth: A longitudinal qualitative study. JMIR serious games, 4(2), e5678. https://doi.org/10.2196/games.5678

  18. Elofsson, J., Gustafson, S., Samuelsson, J., & Träff, U. (2016). Playing number board games supports 5-year-old children’s early mathematical development. The Journal of Mathematical Behavior, 43, 134-147. https://doi.org/10.1016/j.jmathb.2016.07.003

  19. Fang, Y.-M., Chen, K.-M., & Huang, Y.-J. (2016). Emotional reactions of different interface formats: Comparing digital and traditional board games. Advances in Mechanical Engineering, 8(3). https://doi.org/10.1177/1687814016641902

  20. Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education. McGraw-Hill Companies.

  21. Gaetano, J. (2014). The effectiveness of using manipulatives to teach fractions. Rowan University.

  22. Ghani, S. N. A., & Maat, S. M. (2018). Misconception of fraction among middle grade year four pupils at primary school. Research on Education and Psychology, 2(1), 111-125. https://dergipark.org.tr/en/pub/rep/issue/39781/471516

  23. Grangeia, T. d. A. G., de Jorge, B., Cecílio-Fernandes, D., Tio, R. A., & de Carvalho-Filho, M. A. (2019). Learn+fun! Social media and gamification sum up to foster a community of practice during an emergency medicine rotation. Health Professions Education, 5(4), 321-335. https://doi.org/10.1016/j.hpe.2018.11.001

  24. Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work?--a literature review of empirical studies on gamification. In 47th Hawaii international conference on system sciences (pp. 3025-3034). https://doi.org/10.1109/HICSS.2014.377

  25. Hanus, M. D., & Fox, J. (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152-161. https://doi.org/10.1016/j.compedu.2014.08.019

  26. Hromek, R., & Roffey, S. (2009). Promoting social and emotional learning with games: “it’s fun and we learn things”. Simulation & Gaming, 40(5), 626-644. https://doi.org/10.1177/1046878109333793

  27. Huang, B., & Hew, K. F. (2018). Implementing a theory-driven gamification model in higher education flipped courses: Effects on out-of-class activity completion and quality of artifacts. Computers & Education, 125, 254-272. https://doi.org/10.1016/j.compedu.2018.06.018

  28. Jackson, F. (2009). Thought experiments and possibilities. Analysis, 69(1), 100-109. https://doi.org/10.1093/analys/ann019

  29. Jamaluddin, J., Mohd Din, N., Ahmad, M. A. N., Jabar, F. A., Fadzillah, N. S. M., & Husin, Z. (2016). Keberkesanan kaedah permainan dalam pengajaran dan pembelajaran prinsip perakaunan di sekolah menengah KONAKA Konferensi Akademik 2016,

  30. Johnson, D., Deterding, S., Kuhn, K.-A., Staneva, A., Stoyanov, S., & Hides, L. (2016). Gamification for health and wellbeing: A systematic review of the literature. Internet Interventions, 6, 89-106. https://doi.org/10.1016/j.invent.2016.10.002

  31. Kapp, K. M. (2012). The gamification of learning and instruction: game-based methods and strategies for training and education. John Wiley & Sons.

  32. Ke, F., Xie, K., & Xie, Y. (2016). Game‐based learning engagement: A theory‐and data‐driven exploration. British Journal of Educational Technology, 47(6), 1183-1201. https://doi.org/10.1111/bjet.12314

  33. Leclercq, T., Poncin, I., & Hammedi, W. (2017). The engagement process during value co-creation: Gamification in new product-development platforms. International Journal of Electronic Commerce, 21(4), 454-488. https://doi.org/10.1080/10864415.2016.1355638

  34. Marczewski, A. (2013). Gamification: a simple introduction - Tips, advice and thoughts on gamification. Andrzej Marczewski.

  35. Mavletova, A. (2015). A gamification effect in longitudinal web surveys among children and adolescents. International Journal of Market Research, 57(3), 413-438. https://doi.org/10.2501/IJMR-2015-0

  36. Michael, O. N., & Anugwo, M. N. (2016). Card games and algebra tic tacmatics on achievement of junior secondary II students in algebraic expressions. International Journal of Evaluation and Research in Education, 5(2), 93-100. https://doi.org/10.11591/ijere.v5i2.4527

  37. Ministry of Education Malaysia. (2014). Dokumen standard kurikulum dan pentaksiran matematik tahun 6 KSSR. Kementerian Pendidikan Malaysia.

  38. Mitchell, R., Schuster, L., & Drennan, J. (2017). Understanding how gamification influences behaviour in social marketing. Australasian Marketing Journal, 25(1), 12-19. https://doi.org/10.1016/j.ausmj.2016.12.001

  39. Muhamad, N., Zakaria, M. A. Z. M., Salleh, S. M., & Harun, J. (2018). Penggunaan permainan digital dalam pembelajaran bilik darjah bagi meningkatkan kreativiti dalam penyelesaian masalah matematik [The use of digital games in classroom learning to increase creativity in solving mathematical problems]. Sains Humanika, 10(3-2), 39-45. https://doi.org/10.11113/sh.v10n3-2.1486

  40. Nair, S. M., Yusof, N. M., & Hong, S. C. (2014). Comparing the effects of the story telling method and the conventional method on the interest, motivation and achievement of Chinese primary school pupils. Procedia - Social and Behavioral Sciences, 116, 3989-3995. https://doi.org/10.1016/j.sbspro.2014.01.878

  41. Noh, M. A. M., Ilias, M. F., Husain, K., Sulaiman, M. S., & Abdullah, M. (2016). Inisiatif dan usaha guru dalam meningkatkan pengetahuan semasa penggunaan bahan bantu mengajar [The initiative and efforts of teachers in improving knowledge during the use of teaching aids]. Journal of Social Sciences and Humanities, 3, 133-144.

  42. Palmer, A. W. (2016). Higher-order thinking skills in digital games. Azusa Pacific University.

  43. Park, J., & Lee, K. (2017). Using board games to improve mathematical creativity. International Journal of Knowledge and Learning, 12(1), 49-58. https://doi.org/10.1504/ijkl.2017.088182

  44. Pektaş, M., & Kepceoğlu, İ. (2019). What do prospective teachers think about educational gamification? Science education international, 30(1), 65-74.

  45. Pratama, L. D., & Setyaningrum, W. (2018). GBL in math problem solving: Is it effective? International Journal of Interactive Mobile Technologies, 12(6), 101-111. https://doi.org/10.3991/ijim.v12i6.8658

  46. Radzi, S., Ying, T. Y., Abidin, M. Z. Z., Ahmad, P., & Zainol, A. (2017). A board game architecture for soft skills development. In International Malaysia-Indonesia-Thailand Symposium on Innovation and Creativity (iMIT-SIC) (pp. 867-873).

  47. Rahaju, R., & Hartono, S. R. (2017). Pembelajaran matematika berbasis permainan Monopoli Indonesia [Mathematics learning based on the Indonesian Monopoly game]. JIPMat, 2(2), 130-139. https://doi.org/10.26877/jipmat.v2i2.1977

  48. Rahutami, R., Suryantoro, S., & Rohmadi, M. (2019). Traditional Games versus Digital Games: Which is superior. In INCOLWIS 2019: Proceedings of the 2nd International Conference on Local Wisdom, INCOLWIS 2019, August 29-30, 2019, Padang, West Sumatera, Indonesia (pp. 207).

  49. Ramly, M. A., Kamal Ikhsan, N. A., Abdul Rahman, N. R. H., & Ramlan, N. (2017). Protein synthesis game: Utilizing game-based approach for improving communicative skills in a-levels biology class. Asian Journal of University Education (AJUE), 13(2), 79-90.

  50. Rezli, N., & Phoong, S. Y. (2022). Effectiveness of teaching aids in learning mathematics. International Journal of Technology Enhanced Learning, 14(4), 445-457. https://doi.org/10.1504/ijtel.2022.125864

  51. Ristiana, M. G., & Dahlan, J. A. (2021). Pandangan mahasiswa calon guru dalam penggunaan model gamifikasi dalam pembelajaran matematika [The views of prospective teacher students on the use of gamification models in mathematics learning]. JPMI (Jurnal Pembelajaran Matematika Inovatif), 4(1), 127-136.

  52. Şahin, M. C., & Namli, N. A. (2016). Gamification and effects on students’ science lesson achievement. International Journal on New Trends in Education and Their Implications, 7(1), 41-47.

  53. Sailer, M., & Homner, L. (2020). The gamification of learning: A meta-analysis. Educational Psychology Review, 32(1), 77-112. https://doi.org/10.1007/s10648-019-09498-w

  54. Salleh, Z., Saad, N. M., Arshad, M. N., Yunus, H., & Zakaria, E. (2013). Analisis jenis kesilapan dalam operasi penambahan dan penolakan pecahan [Analyze the types of errors in the operations of addition and subtraction of fractions]. Jurnal Pendidikan Matematik, 1(1), 1-10.

  55. Saparwadi, L., Purnawati, B., & Erlian, B. P. (2017). Siswa dalam menyelesaikan soal operasi penjumlahan pada bilangan pecahan dan reversibilitas [Students solve addition operation problems on fractional numbers and reversibility]. Jurnal Pendidikan Matematika, 3(2), 60-66. https://doi.org/10.33474/jpm.v3i2.715

  56. Scalise, N. R., Daubert, E. N., & Ramani, G. B. (2020). Benefits of playing numerical card games on head start children’s mathematical skills. The journal of experimental education, 88(2), 200-220. https://doi.org/10.1080/00220973.2019.1581721

  57. Setambah, M. A. B., Jaafar, A. N., Saad, M. I. M., & Yaakob, M. F. M. (2021). Fraction cipher: A way to enhance student ability in addition and subtraction fraction. Infinity Journal, 10(1), 81-92. https://doi.org/10.22460/infinity.v10i1.p81-92

  58. Setambah, M. A. B., Tajudin, N. a. M., Yaakob, M. F. M., & Saad, M. I. M. (2019). Adventure learning in basics statistics: Impact on students critical thinking. International Journal of Instruction, 12(3), 151-166. https://doi.org/10.29333/iji.2019.12310a

  59. Siegler, R. S., & Lortie-Forgues, H. (2015). Conceptual knowledge of fraction arithmetic. Journal of Educational Psychology, 107(3), 909-918. https://doi.org/10.1037/edu0000025

  60. Siegler, R. S., & Pyke, A. A. (2013). Developmental and individual differences in understanding of fractions. Developmental psychology, 49(10), 1994-2004. https://doi.org/10.1037/a0031200

  61. Tanujaya, B., Prahmana, R. C. I., & Mumu, J. (2017). Mathematics instruction, problems, challenges and opportunities: A case study in Manokwari Regency, Indonesia. World Transactions on Engineering and Technology Education, 15(3), 287-291.

  62. Tenório, T., Bittencourt, I. I., Isotani, S., Pedro, A., & Ospina, P. (2016). A gamified peer assessment model for on-line learning environments in a competitive context. Computers in human Behavior, 64, 247-263. https://doi.org/10.1016/j.chb.2016.06.049

  63. Tian, J., & Siegler, R. S. (2017). Fractions learning in children with mathematics difficulties. Journal of Learning Disabilities, 50(6), 614-620. https://doi.org/10.1177/0022219416662032

  64. Treiblmaier, H., Putz, L.-M., & Lowry, P. B. (2018). Setting a definition, context, and theory-based research agenda for the gamification of non-gaming applications. AIS Transactions on Human-Computer Interaction (THCI), 10(3), 129-163. https://doi.org/10.17705/1thci.00107

  65. Tsay, C. H.-H., Kofinas, A., & Luo, J. (2018). Enhancing student learning experience with technology-mediated gamification: An empirical study. Computers & Education, 121, 1-17. https://doi.org/10.1016/j.compedu.2018.01.009

  66. Tu, R., Hsieh, P., & Feng, W. (2019). Walking for fun or for “likes”? The impacts of different gamification orientations of fitness apps on consumers’ physical activities. Sport Management Review, 22(5), 682-693. https://doi.org/10.1016/j.smr.2018.10.005

  67. Vitoria, L., Ariska, R., Farha, F., & Fauzi, F. (2020). Teaching mathematics using snakes and ladders game to help students understand angle measurement. Journal of Physics: Conference Series, 1460(1), 012005. https://doi.org/10.1088/1742-6596/1460/1/012005

  68. Wang, M., & Zheng, X. (2021). Using game-based learning to support learning science: A study with middle school students. The Asia-Pacific Education Researcher, 30(2), 167-176. https://doi.org/10.1007/s40299-020-00523-z

  69. Watson-Huggins, J. (2018). An experimental study on the effects of a gamified software intervention in mathematics achievement among sixth grade students. Nova Southeastern University.

  70. Yildirim, I. (2017). The effects of gamification-based teaching practices on student achievement and students' attitudes toward lessons. The Internet and Higher Education, 33, 86-92. https://doi.org/10.1016/j.iheduc.2017.02.002

  71. Zimmerling, E., Höllig, C. E., Sandner, P. G., & Welpe, I. M. (2019). Exploring the influence of common game elements on ideation output and motivation. Journal of business research, 94, 302-312. https://doi.org/10.1016/j.jbusres.2018.02.030