Fisikawaii Adventure: An Effort to Increase Students' Learning Participation through Gamification and Virtual Reality

M Vithor Al Faqih , Anggi Widiarni , Nisa Andini , Antomi Saregar , Sergii Sharov , Bawar Mohammed Faraj

Abstract


Student participation is critical in education. Technology integration, such as virtual reality, enhances the visualisation of physics concepts and participation. Combining virtual reality and gamification creates an immersive and interactive learning experience. This research aims to design and implement a learning management system (LMS) called Fisikawaii Adventure integrated with gamification and virtual reality. This study follows the ADDIE (Analysis, Design, Development, Implementation and Evaluation) development model. The motivational element of GAFCC (Goal, Access, Feedback, Challenge, and Collaboration) was employed in the design stage. The LMS was evaluated at SMAN 2 Bandar Lampung with ten eleventh-grade MIPA (Mathematics and Natural Science) students. The data collection technique employed was a non-test instrument. The data analysis technique was qualitative-quantitative using the Likert scale. Fisikawaii Adventure was valid with an average score of 85.5% from material experts, 87.25% from media experts, and 86.4% from student responses (very feasible category). The product was feasible to use in physics learning and increase students' participation. Although it requires further investigation, this research contributes significantly to integrating gamification and virtual reality into LMS and physics learning


Full Text:

PDF

References


Ahmed, H. D., & Asiksoy, G. (2021). The effects of gamified flipped learning method on student’s innovation skills, self-efficacy towards virtual physics lab course and perceptions. Sustainability (Switzerland), 13(18), 10163. https://doi.org/10.3390/su131810163

Bazargani, J. S., Sadeghi-Niaraki, A., & Choi, S. M. (2021). Design, implementation, and evaluation of an immersive virtual reality-based educational game for learning topology relations at schools: A case study. Sustainability (Switzerland), 13(23), 13066 . https://doi.org/10.3390/su132313066

Bower, M., Lee, M. J. W., & Dalgarno, B. (2017). Collaborative learning across physical and virtual worlds: Factors supporting and constraining students in a blended reality environment. British Journal of Educational Technology, 48(2), 407–430. https://doi.org/10.1111/bjet.12435

Branch, R. M. (2010). Instructional design: The ADDIE approach. In Instructional Design: The ADDIE Approach. Springer US. https://doi.org/10.1007/978-0-387-09506-6

Bucchiarone, A. (2022). Gamification and virtual reality for digital twins learning and training: architecture and challenges. Virtual Reality and Intelligent Hardware, 4(6), 471–486. https://doi.org/10.1016/j.vrih.2022.08.001

Bulger, M. E., Mayer, R. E., Almeroth, K. C., & Blau, S. D. (2008). Measuring student engagement in computer-equipped college classrooms. Journal of Educational Multimedia and Hypermedia, 17(2), 129-143.

Bully, C., Gery, J., Nafors, D., Gong, L., Despeisse, M., Johansson, B., & Billesø, M. B. (2020a). Increasing Eco-Efficiency Awareness for Ship Loading Process Using Virtual Reality and Gamification. Advances in Transdisciplinary Engineering, 13, 167–178. https://doi.org/10.3233/ATDE200154

Bygstad, B., Øvrelid, E., Ludvigsen, S., & Dæhlen, M. (2022). From dual digitalisation to digital learning space: Exploring the digital transformation of higher education. Computers and Education, 182. https://doi.org/10.1016/j.compedu.2022.104463

Camuñas-García, D., Cáceres-Reche, M. P., & Cambil-Hernández, M. de la E. (2023). Mobile game-based learning in cultural heritage education: a bibliometric analysis. In Education and Training, 65(2), 324–339. https://doi.org/10.1108/ET-06-2022-0247

Chamorro-Atalaya, O., Durán-Herrera, V., Suarez-Bazalar, R., Nieves-Barreto, C., Tarazona-Padilla, J., Rojas-Carbajal, M., Cruz-Telada, Y., Caller-Luna, J., Alarcón-Anco, R., & Arévalo-Tuesta, J. A. (2023). Inclusion of metaverses in the development of the flipped classroom in the university environment: Bibliometric analysis of indexed scientific production in SCOPUS. International Journal of Learning, Teaching and Educational Research, 22(10), 247–270. https://doi.org/10.26803/ijlter.22.10.14

Chang, Y. H., Lin, J. Y., & Lu, Y. Te. (2021). Enhancing the intention to preview learning materials and participate in class in the flipped classroom context through the use of handouts and incentivisation with virtual currency. Sustainability (Switzerland), 13(6), 3276. https://doi.org/10.3390/su13063276

Chen, X., & Gao, Y. (2019). Application and Innovation of Using Virtual Reality in Art Education. … 9th International Conference on Education …, Icem, 779–784. https://doi.org/10.25236/icem.2019.150

Cortes, J. A., & Swanson, C. I. (2023). Using drosophila oogenesis in the classroom to increase student participation in biomedical research. Methods in Molecular Biology (Clifton, N.J.), 2626, 381–398. https://doi.org/10.1007/978-1-0716-2970-3_21/COVER

Da Rocha Seixas, L., Gomes, A. S., & De Melo Filho, I. J. (2016a). Effectiveness of gamification in the engagement of students. In Computers in Human Behavior, 58, 48–63. https://doi.org/10.1016/j.chb.2015.11.021

Dermeval, D., Albuquerque, J., Bittencourt, I. I., Isotani, S., Silva, A. P., & Vassileva, J. (2019). GaTO: An ontological model to apply gamification in intelligent tutoring systems. Frontiers in Artificial Intelligence, 2. https://doi.org/10.3389/frai.2019.00013

Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining “gamification.” Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, MindTrek 2011, 9–15. https://doi.org/10.1145/2181037.2181040

Dunn, J. C., & Zimmer, C. (2020). Self-determination theory. Routledge Handbook of Adapted Physical Education, 55(1), 296–312. https://doi.org/10.4324/9780429052675-23

Ekici, M. (2021). A systematic review of the use of gamification in flipped learning. Education and Information Technologies, 26(3), 3327–3346. https://doi.org/10.1007/s10639-020-10394-y

Fernández, J. S. (2021). Towards the Development of Immersive Virtual Reality Games for Spatial Skills Training. CEUR Workshop Proceedings, 3082, 90–97.

Garcia-Marquez, C., & Bauer, K. N. (2021). An examination and extension of the theory of gamified learning: The moderating role of goal orientation. Simulation & Gaming, 52(4), 407-434. https://doi.org/10.1177/0886260520958741

Girondini, M., Stefanova, M., Pillan, M., & Gallace, A. (2023). Speaking in front of cartoon avatars: A behavioral and psychophysiological study on how audience design impacts on public speaking anxiety in virtual environments. International Journal of Human Computer Studies, 179.

Hafizoglu, A., & Yerdelen, S. (2019). The role of students’ motivation in the relationship between perceived learning environment and achievement in science: A mediation analysis. Science Education International, 30(4), 251–260. https://doi.org/10.33828/sei.v30.i4.2

Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. Proceedings of the Annual Hawaii International Conference on System Sciences, 3025–3034. https://doi.org/10.1109/HICSS.2014.377

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 and Education, 125, 254–272. https://doi.org/10.1016/j.compedu.2018.06.018

Hussain, S. (2023). A review of gamification under various users, fields & applications. International Journal of Engineering Trends and Technology, 771(1), 330–339. https://doi.org/10.14445/22315381/IJETT-V71I1P229

Imran, H. (2019). Evaluation of awarding badges on Student’s engagement in Gamified e-learning systems. Smart Learning Environments, 6(1). https://doi.org/10.1186/s40561-019-0093-2

Iquira, D., Sotelo, B., & Sharhorodska, O. (2019). A gamified mobile-based virtual reality laboratory for physics education: Results of a mixed approach. Communications in Computer and Information Science, 1034, 247–254. https://doi.org/10.1007/978-3-030-23525-3_32

Jiang, J., & Fryer, L. K. (2023). The effect of virtual reality learning on students’ motivation: A scoping review. Journal of Computer Assisted Learning, 40(1), 360-373. https://doi.org/10.1111/JCAL.12885

Kamarulzaman, L. M., Taufiq, M., Ghani, A., Aziz, W. A., Daud, W., & Kelantan, U. M. (2018). The effect of active learning strategies on students’ attitudes towards english: A study at Universiti Teknologi Petronas Centre for Language Studies and Generic Development. INSANIAH: Online Journal of Language, Communication, and Humanities, 1(2).

Kapp, K. (2012). The gamification of learning and instruction: Game-based methods and strategies for training and education. San Francisco, CA: Pfeiffer.

Kępczyńska-Walczak, N. E. T. T. A., & Jarzyna, M. (2023). Gamification and virtual reality immersion in the education of future engineers in the AEC sector. Builder (1896-0642), 317(12).

Kern, F., Winter, C., Gall, D., Kathner, I., Pauli, P., & Latoschik, M. E. (2019). Immersive virtual reality and gamification within procedurally generated environments to increase motivation during gait rehabilitation. 26th IEEE Conference on Virtual Reality and 3D User Interfaces, VR 2019 - Proceedings, 500–509. https://doi.org/10.1109/VR.2019.8797828

Kooloos, J. G. M., Bergman, E. M., Scheffers, M. A. G. P., Schepens-Franke, A. N., & Vorstenbosch, M. A. T. M. (2020). The effect of passive and active education methods applied in repetition activities on the retention of anatomical knowledge. Anatomical Sciences Education, 13(4), 458–466. https://doi.org/10.1002/ase.1924

Lampropoulos, G., Anastasiadis, T., & Siakas, K. (2019). Digital game-based learning in education: significance of motivating, engaging and interactive learning environments. In 24th International Conference on Software Process Improvement-Research into Education and Training (INSPIRE 2019) (pp. 117-127).

Larsen, J. D., Jensen, R. O., Pietersen, P. I., Jacobsen, N., Falster, C., Nielsen, A. B., Laursen, C. B., Konge, L., & Graumann, O. (2023). Education in focused lung ultrasound using gamified immersive virtual reality: A randomised controlled study. Ultrasound in Medicine and Biology, 49(3), 841–852. https://doi.org/10.1016/j.ultrasmedbio.2022.11.011

Libriandy, E., & Arlini, P, M. (2020). Immersive virtual reality and gamification evaluation on treadmill exercise by using electrophysiological monitoring device. ACM International Conference Proceeding Series, 191–195. https://doi.org/10.1145/3429551.3429553

Lin, Y., Wang, G., & Suh, A. (2020). Exploring the effects of immersive virtual reality on learning outcomes: A two-path model. In D. D. Schmorrow & C. M. Fidopiastis (Eds.), Augmented Cognition. Human Cognition and Behavior (pp. 86–105). Springer International Publishing.

Makransky, G., Terkildsen, T. S., & Mayer, R. E. (2019). Adding immersive virtual reality to a science lab simulation causes more presence but less learning. Learning and Instruction, 60, 225–236. https://doi.org/10.1016/j.learninstruc.2017.12.007

Markina, E., & Mollá, A. G. (2022). The effect of a teacher-centred and student-centred approach on students’ participation in the English classroom. Bellaterra Journal of Teaching and Learning Language and Literature, 15(3). https://doi.org/10.5565/rev/jtl3.1007

Martín-Gutiérrez, J., Mora, C. E., Añorbe-Díaz, B., & González-Marrero, A. (2017). Virtual technologies trends in education. Eurasia Journal of Mathematics, Science and Technology Education, 13(2), 469–486. https://doi.org/10.12973/eurasia.2017.00626a

Mas, A., Ismael, I., & Filliard, N. (2019). Indy: A virtual reality multi-player game for navigation skills training. 2018 IEEE 4th VR International Workshop on 3D Collaborative Virtual Environments, 3DCVE 2018, March, 1–4. https://doi.org/10.1109/3DCVE.2018.8637113

Mazarakis, A. (2021). Gamification reloaded current and future trends in gamification science. I-Com, 20(3), 279–294. https://doi.org/10.1515/icom-2021-0025

McClelland, D. C. (1961). The achieving society van nostrand Reinhold. Princeton, N.J.

Michael H. W., Paul L. W., & Sadiman, A. (1991). Metode dan analisis penelitian mencari hubungan (2nd ed.). Erlangga.

Morschheuser, B., Hassan, L., Werder, K., & Hamari, J. (2018). How to design gamification? A method for engineering gamified software. Information and Software Technology, 95, 219–237. https://doi.org/10.1016/j.infsof.2017.10.015

Nurulsari, N., Viyanti, V., & Yassine, B. (2023). HOTS-oriented student worksheets with blended learning: Improving students’ science process skills. Online Learning In Educational Research, 3(1), 47-58.

Olimovna, M. G. (2023). The role of digital educational technologies in teaching physics. Science And Innovation International Scientific Journal, 2(4), 211-216. https://doi.org/10.5281/zenodo.7824362

Ozcinar, Z., Orekhovskaya, N. A., Svintsova, M. N., Panov, E. G., Zamaraeva, E. I., & Khuziakhmetov, A. N. (2021). University students’ views on the application of gamification in distance education. International Journal of Emerging Technologies in Learning, 16(19), 4–15. https://doi.org/10.3991/ijet.v16i19.26019

Patsaki, I., Dimitriadi, N., Despoti, A., Tzoumi, D., Leventakis, N., Roussou, G., Papathanasiou, A., Nanas, S., & Karatzanos, E. (2022). The effectiveness of immersive virtual reality in physical recovery of stroke patients: A systematic review. Frontiers in Systems Neuroscience, 16(September), 1–8. https://doi.org/10.3389/fnsys.2022.880447

Pinto, R. D., Peixoto, B., Melo, M., Cabral, L., & Bessa, M. (2021). Foreign language learning gamification using virtual reality—a systematic review of empirical research. Education Sciences, 11(5). https://doi.org/10.3390/educsci11050222

Puspitarini, Y. D., & Hanif, M. (2019). Using learning media to increase learning motivation in elementary school. Anatolian Journal of Education, 4(2), 53–60. https://doi.org/10.29333/aje.2019.426a

Raja, R., & Nagasubramani, P. C. (2018). Recent trend of teaching methods in education" organised by sri sai bharath college of education dindigul-624710. India Journal of Applied and Advanced Research, 2018(3), 33–35. https://doi.org/10.21839/jaar.2018.v3S1.165

Rohmah, L. A., Anggoro, B. S., & Gunawan, W. (2023). PDEODE strategy assisted by geogebra: Improving students’ critical thinking and mathematical analysis. Online Learning In Educational Research, 3(1), 15-22.

Roshanpour, R., & Nikroo, M. H. (2022). Investigating the impact of virtual reality and gamification on improving physical activities in school. J Dep Anxiety Sci, 1(1), 1–08.

Sailer, M., Hense, J. U., Mayr, S. K., & Mandl, H. (2017). How gamification motivates: An experimental study of the effects of specific game design elements on psychological need satisfaction. Computers in Human Behavior, 69, 371–380. https://doi.org/10.1016/j.chb.2016.12.033

Sharhorodska, O. (2019). Implementation of an immersive astronomy virtual laboratory bay using “gamification” techniques for high school students. Proceedings of the LACCEI International Multi-Conference for Engineering, Education and Technology, 2019-July. https://doi.org/10.18687/LACCEI2019.1.1.61

Schöbel, S., Janson, A., Jahn, K., Kordyaka, B., Turetken, O., Djafarova, N., Saqr, M., Wu, D., Söllner, M., Adam, M., Gad, P. H., Wesseloh, H., & Leimeister, J. M. (2020). A research agenda for the why, what, and how of gamification designs: Outcomes of an ecis 2019 panel. Communications of the Association for Information Systems, 46, 706–721. https://doi.org/10.17705/1CAIS.04630

Schouten, D. G. M., Deneka, A. A., Theune, M., Neerincx, M. A., & Cremers, A. H. M. (2022). An embodied conversational agent coach to support societal participation learning by low-literate users. Universal Access in the Information Society, 1. https://doi.org/10.1007/s10209-021-00865-5

Škola, F., Tinková, S., & Liarokapis, F. (2019). Progressive training for motor imagery brain-computer interfaces using gamification and virtual reality embodiment. Frontiers in Human Neuroscience, 13. https://doi.org/10.3389/fnhum.2019.00329

Smaldino, S. E, Lowther, D. L, Russell, J. D. (2014). Instructional technology & media for learning: Teknologi pembelajaran dan media untuk belajar. Prenada Media.

Sökmen, Y. (2021). The role of self-efficacy in the relationship between the learning environment and student engagement. Educational Studies, 47(1), 19–37. https://doi.org/10.1080/03055698.2019.1665986

Stylianou, V., & Savva, A. (2022). Learn-by-doing virtually; A gamified and metaverse design for group projects aiming at enhancing constructivist and collaborative learning. AIS SIGED International Conference on Information Systems Education and Research 2022, 129–141.

Sugiyono. (2014). Metode penelitian kuantitatif, kualitatif dan R&D. Alfabeta.

Tan, D. Y., & Cheah, C. W. (2021). Developing a gamified AI-enabled online learning application to improve students’ perception of university physics. Computers and Education: Artificial Intelligence, 2, 100032. https://doi.org/10.1016/j.caeai.2021.100032

Turan, M. (2021). Virtual reality implementation for University Presentation. WSEAS Transactions on Systems and Control, 16, 696–704. https://doi.org/10.37394/23203.2021.16.63

Uanhoro, J., & Young, S. S. C. (2022). Investigation of the effect of badges in the online homework system for undergraduate general physics course. Education Sciences, 12(3). https://doi.org/10.3390/educsci12030217

Vieyra, R., Vieyra, C., Pendrill, A.-M., & Xu, B. (2020). Physics education gamified physics challenges for teachers and the public. Physics Education, 55.

Wauck, H., Mekler, E. D., & Fu, W. T. (2019). A player-centric approach to designing spatial skill training games. Conference on Human Factors in Computing Systems - Proceedings, 1–13. https://doi.org/10.1145/3290605.3300296

Werbach, K., & Hunter, D. (2012). For the win: How game thinking can revolutionise your business. Wharton Digital Press.

Yuningsih, Y. Y. A., Farida, F., & Pratiwi, D. D. (2021). Schoology-based e-learning: The impact on concepts understanding and mathematical communication abilities. Online Learning In Educational Research, 1(2), 81-92.

Zainuddin, Z., Chu, S. K. W., Shujahat, M., & Perera, C. J. (2020). The impact of gamification on learning and instruction: A systematic review of empirical evidence. Educational Research Review, 30. https://doi.org/10.1016/j.edurev.2020.100326

Zhang, B., Robb, N., Eyerman, J., & Goodman, L. (2017). Virtual worlds and gamification to increase integration of international students in higher education: An inclusive design approach. International Journal of E-Learning & Distance Education/Revue internationale du e-learning et la formation à distance, 32(2).

Zhang, J. (2022). College English assisted teaching based on flipped classroom and its influence on students’ learning psychology. Occupational Therapy International, 2022. https://doi.org/10.1155/2022/4723893




DOI: https://doi.org/10.58524/oler.v3i2.294

Refbacks

  • There are currently no refbacks.


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

Creative Commons License

Online Learning in Educational Research is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License. Published By Foundation of Advanced Education (FoundAE)e-ISSN 2798-2351 & p-ISSN: 2798-9763