Tinjauan Sistematik: Persepsi Guru Terhadap Penggunaan Gamifikasi
Keywords:
gamifikasi, persepsi guru, tinjauan sistematik, pembelajaran berasaskan permainan, pendidikan
Abstract
Guru sebagai pengurus bilik darjah memainkan peranan penting mempelbagaikan menggunakan kaedah dan pendekatan pengajaran yang berbeza untuk melaksanakan pembelajaran aktif. Tinjauan literatur sistematik ini dilakukan untuk mendapatkan persepsi guru terhadap penggunaan gamifikasi dalam pengajaran dan pembelajaran dalam tempoh 2016 hingga 2021. Pendekatan sistematik PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analyses) digunakan sebagai metodologi kajian. Sejumlah 15 artikel yang berkaitan dengan persepsi guru terhadap penggunaan gamifikasi dipilih dari tiga pangkalan data iaitu Science Direct, IEEE Xplore, dan ERIC dianalisis dan disintesis secara menyeluruh. Secara keseluruhan, hasil kajian ini menunjukkan bahawa gamifikasi diterima secara positif di kalangan guru kerana keberkesanan, kemudahan penggunaan, dan memberi motivasi kepada sifat pelajar. Di samping itu, kesan negatif gamifikasi kepada murid juga dinyatakan dan dianalisis dalam tinjauan ini. Tinjaunan sistematik hanya mengulas 15 artikel tersebut dengan menggunakan kriteria kelayakan dan pengecualian khusus. Kebanyakan artikel yang ditinjau menggunakan kaedah pengumpulan data self-reported seperti tinjauan, temu ramah, dan perbincangan kumpulan fokus. Pendekatan gamifikasi memberi kesan positif kepada guru dan menyebabkan guru lebih menerima platform ini sekarang. Namun, masih ada ruang untuk gamifikasi diperbaiki untuk menghadapi kesan negatif yang dinyatakan. Cadangan untuk penyelidikan masa depan diberikan.
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References
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Alabbasi, D. (2018). Exploring Teachers' Perspectives towards Using Gamification Techniques in Online Learning. Turkish Online Journal of Educational Technology, 17, 34-45.
Asiri, M. (2019). Do Teachers' Attitudes, Perception of Usefulness, and Perceived Social Influences Predict Their Behavioral Intentions to Use Gamification in EFL Classrooms? Evidence from the Middle East. International Journal of Education, 7, 112-122.
Basal, A., & Kaynak, N.E. (2020). Perceptions of pre-service English teachers towards the use of digital badges. Innovations in Education and Teaching International, 57, 148 – 162.
Çetin, E., & Solmaz, E. (2020). Gamifying the 9 Events of Instruction with Different Interactive Response Systems: The Views of Social Sciences Teacher Candidates. Malaysian Online Journal of Educational Technology, 8, 1-15.
Daniela, L. (2020). Concept of smart pedagogy for learning in a digital world. In Epistemological approaches to digital learning in educational contexts (pp. 1–16). Routledge.
Ding, L., Er, E., & Orey, M. (2018). An exploratory study of student engagement in gamified online discussions. Computers & Education, 120, 213 –226. https://doi.org/10.1016/j.compedu.2018.02.007.
Domínguez, A., Saenz-de-Navarrete, J., de-Marcos, L., Fernández-Sanz, L., Pagés, C., & Martínez-Herráiz, J. J. (2013). Gamifying learning experiences: Practical implications and outcomes. Computers & Education, 63, 380-392. https://doi.org/10.1016/j.compedu.2012.12.020
Fernández-Río, J., Heras, E.D., González, T., Trillo, V., & Palomares, J. (2020). Gamification and physical education. Viability and preliminary views from students and teachers. Physical Education and Sport Pedagogy, 25, 509 - 524.
Ifenthaler, D., Eseryel, D., & Ge, X. (2012). Assessment for game-based learning. In Assessment in game-based learning: Foundations, innovations, and perspectives (pp. 1–8). Springer.
Göksün, D. O., & Gürsoy, G. (2019). Comparing success and engagement in gamified learning experiences via Kahoot and Quizizz. Computers & Education, 135, 15–29. https://doi.org/10.1016/j.compedu.2019.02.015.
Gómez-Carrasco, C., Monteagudo-Fernández, J., Moreno-Vera, J., & Sainz-Gómez, M. (2019). Effects of a Gamification and Flipped-Classroom Program for Teachers in Training on Motivation and Learning Perception. Education Sciences, 9, 299.
Gough, D., Oliver, S., & Thomas, J. (2012). Introducing systematic reviews. In D. Gough, S. Oliver, & J. Thomas (Eds.). In introduction to systematic reviews (pp. 1–16). London, United Kingdom: Sage.
Groening, C., & Binnewies, C. (2019). ‘Achievement unlocked!’ – the impact of digital achievements as a gamification element on motivation and performance. Computers in Human Behavior, 97, 151–166. https://doi.org/10.1016/j.chb.2019.02.026.
Jong, M. (2019). Sustaining the adoption of gamified outdoor social enquiry learning in high schools through addressing teachers' emerging concerns: A 3-year study. Br. J. Educ. Technol., 50, 1275-1293.
Lopez, C. E., & Tucker, C. S. (2019). The effects of player type on performance: A gamification case study. Computers in Human Behavior, 91, 333–345.
Martí-Parreño, J., Seguí-Mas, D., & Seguí-Mas, E. (2016). Teachers’ attitude towards and actual use of gamification. Procedia - Social and Behavioral Sciences, 228, 682-688.
Mee, R.W., Shahdan, T.S., Ismail, R., Ghani, K.A., Pek, L.S., Von, W.Y., Woo, A., & Rao, Y.S. (2020). Role of gamification in classroom teaching: Pre-service teachers’ view. International Journal of Evaluation and Research in Education, 9, 684-690.
Metaari. (2019). About us. Diakses dari http://metaari.com/about.html (10.6.2021).
Moher, D., Liberati, A., Tetzlaff, J., & Altman, D. G. ThePrismaGroup. (2009). Preferred reporting items for systematic reviews and meta-analyses: The PRISMA statement. PLoS Medicine, 6(7), e1000097. http://dx.doi.org/10.1371/journal.pmed.1000097
Pektaş, M., & Kepceoglu, I. (2019). What Do Prospective Teachers Think about Educational Gamification. Science education international, 30, 65-74.
Pew Research Centre. (2012). The Future of Gamification. https://www.pewresearch.org/internet/2012/05/18/the-future-of-gamification/
Salen, K., & Zimmerman, E. (2004). Rules of play—Game design fundamentals. Massachusetts Institute of Technology. https://gamifique.files.wordpress.com/2011/11/1-rules-of-play-game-design-fundamentals.pdf
Sánchez-Mena, A., & Martí-Parreño, J. (2017). Drivers and Barriers to Adopting Gamification: Teachers' Perspectives. Electronic Journal of e-Learning, 15, 434-443.
Schöbel, S., Janson, A., Jahn, K., Kordyaka, B., Turetken, O., Djafarova, N., et al. (2020). A research agenda for the why, what, and how of gamification designs resultson an ECIS 2019 panel. Communications of the association for information systems.
Tuparova, D., Tuparov, G., Veleva, V., & Nikolova, E. (2018). Educational computer games and gamification in informatics and information technology education — Teachers' points of view. 2018 41st International Convention on Information and Communication Technology, Electronics and Microelectronics (MIPRO), 0766-0771.
Yaşar, H., Kiyici, M., & Karatas, A. (2020). The Views and Adoption Levels of Primary School Teachers on Gamification, Problems and Possible Solutions. Participatory Educational Research (PER), Vol. 7(3), pp. 265-279.
York, J., & Dehaan, J. (2018). A Constructivist approach to game-based language learning: Student perceptions in a beginner-level EFL context. International Journal of Game-Based Learning, 8, 19–40.
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.
