Effects of Gamification on Lower Secondary School Students’ Motivation and Engagement
This paper explores the effects of gamification on
lower secondary school students’ motivation and engagement in the
classroom. Two-group posttest-only experimental design were
employed to study the influence of gamification teaching method
(GTM) when compared with conventional teaching method (CTM)
on 60 lower secondary school students. The Student Engagement
Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used
to assess students’ intrinsic motivation and engagement level towards
the respective teaching method. Finding indicates that students who
completed the GTM lesson were significantly higher in intrinsic
motivation to learn than those from the CTM. Although the result
were insignificant and only marginal difference in the engagement
mean, GTM still show better potential in raising student’s
engagement in class when compared with CTM. This finding proves
that the GTM is likely to solve the current issue of low motivation to
learn and low engagement in class among lower secondary school
students in Malaysia. On the other hand, despite being not significant,
higher mean indicates that CTM positively contribute to higher peer
support for learning and better teacher and student relationship when
compared with GTM. As a conclusion, gamification approach is
flexible and can be adapted into many learning content to enhance the
intrinsic motivation to learn and to some extent, encourage better
student engagement in class.
[1] S. Saleh, and A. Aziz, “Teaching practices among secondary school
teachers in Malaysia.” International Proceedings of Economics
Development and Research, vol. 47, pp. 63-67, 2012.
[2] Lee Ai Rene, “Minat sikap belajar dan masalah pengajaran dan
pembelajaran di kalangan pelajar 4 SPA.” (Unpublished doctoral
dissertation). Universiti Teknologi, Malaysia, 2004.
[3] S. Maruli, and R. Wayan, “Identifikasi miskonsepsi guru Kimia pada
pembelajaran konsep struktur atom.” Jurnal Penelitian dan
Pengembangan Pendidikan, Lembaga Penelitian Undiksha, vol. 1, no. 2,
pp. 148-160, 2007.
[4] N. Chan, “Another Malaysian education dilemma: Can we trust our
exams?” Retrieved May 10, 2014: http://www. theedgemalaysia.com/
commentary/270283-opinion-another-malaysian-education-dilemmacan-
we-trust-our-exams.html, 2014.
[5] J. J. Lee, and J. Hammer, “Gamification in education: What, how, why
bother?” Academic Exchange Quarterly, vol. 15, no. 2. Retrieved 5th
May, 2014 from http://www.gamifyingeducation.org/files/Lee-Hammer-
AEQ-2011.pdf, 2011.
[6] K. Erenli, “The Impact of Gamification - Recommending Education
Scenarios.” International Journal of Emerging Technologies in Learning,
vol. 8. pp. 15-21, 2013.
[7] S. Blumenfeld, “The importance of rote learning.” Practical
Homeschooling, vol. 34. Retrieved July 20, 2014 from http://www.
home-school.com/Articles/the-importance-of-rote-learning.php, 2000.
[8] D. Ong, Y. Y. Chan, W. H. Cho, and T. Y. Koh, “Motivation of
learning: An assessment of the practicality and effectiveness of
gamification within a tertiary education system in Malaysia.” Paper
presented at World Academy of Researchers, Educators, and Scholars in
Business, Social Sciences, Humanities and Education Conference, 22 -
25 July 2013, Cape Town, South Africa.
[9] J. Hamari, “Transforming Homo Economicus into Homo Ludens: A
Field Experiment on Gamification in a Utilitarian Peer-To-Peer Trading
Service.” Electronic Commerce Resaerch and Application, vol. 12, no.
4, pp. 236-245, 2013.
[10] S. Deterding, R. Khaled, L. E. Nacke, and D. Dixon, “Gamification:
Toward a definition or Corcoran.” The Gamification of Education.
Conference on Human Factors in Computing Systems, Vancouver, BC,
Canada. Retrieved May 4, 2014, from http://hci.usask.ca/uploads/219-
02-Deterding,-Khaled,-Nacke,-Dixon.pdf, 2011.
[11] S. Smith-Robbins, “’This game sucks’: How to improve the gamification
of education.” EDUCAUSE Review Online. Retrieved May 14, 2014,
from http://www.educause.edu/ero/article/game-sucks-how-improvegamification-
education, 2011.
[12] Bunchball, Inc. “Gamification101: An introduction to the use of game
dynamics to influence behavior.” Retrieved 10 May, 2014 from
http://www.bunchball.com/sites/default/files/downloads/gamification10
1.pdf, 2010.
[13] J. Leming, L. Ellington, and K. Porter-Magee, “Where Did Social
Studies Go Wrong?” A report from Thomas B. Fordham Foundation.
Retrieved May 8, 2014, from http://www.flagarts.com/facultystaff/
Jennifer%20Spensieri/documents/ContrariansFull.pdf#page=109,
2003.
[14] A. Hamilton, “Rote learning isn’t necessarily a bad thing.” FMT News.
Retrieved July 30, 2014 from http://www.freemalaysiatoday.com/
category/opinion/2014/04/08/rote-learning-isnt-necessarily-a-bad-thing,
April 2014.
[15] E. L. Deci, and R. M. Ryan, “Intrinsic motivation and self-determination
in human behavior.” New York: Plenum Publishing Co, 1985.
[16] K. Cherry, “What is Motivation?” Retrieved May 8, 2014 from
http://psychology.about.com/od/mindex/g/motivation-definition.htm,
May 2014.
[17] Ryan, R., & Deci, E. (2000). Self-determination theory and the
facilitation of intrinsic motivation, social development, and wellbeing.
American Psychologist, vol. 55, no. 1, pp. 68-78.
[18] E. L. Deci, and R. M. Ryan, “Promoting Self Determined Education.”
Scandinavian Journal of Educational Research, vol. 38, pp. 3-41, 1994.
[19] G. Wilson, “The Effects of External Rewards on Intrinsic Motivation.”
Journal of HYPERplasia Research. Retrieved July 14, 2014, from
http://www.abcbodybuilding.com/rewards.pdf, 2006.
[20] J. A. Fredericks, P. C. Blumenfeld, and A. H. Paris, “School
engagement: Potential of the concept, state of the evidence.” Review of
Educational Research, vol. 74, pp. 59-109, 2004.
[21] H. M. Marks, “Student engagement in instructional activity: Patterns in
the elementary, middle, and high school years.” American Educational
Research Journal, vol. 37, pp. 153-184, 2000.
[22] The Student Engagement Instrument (SEI), University Of Minnesota.
Retrieved July 21, 2014, from http://checkandconnect.umn.edu/
research/engagement.html, 2014.
[23] J. Hamari, J. Koivisto, and H. Sarsa, “Does Gamification Work? – A
Literature Review of Empirical Studies on Gamification.” In
proceedings of the 47th Hawaii International Conference on System
Sciences, Hawaii, USA, January 6-9, 2014.
[24] The Glossary of Education Reform, “Student Engagement.” Retrieved
May 9, 2014 from http://edglossary.org/student-engagement, 2014.
[25] M. J. Furlong, and S. L. Christenson, “Engaging Students at School and
with Learning: A Relevant Construct for All Students.” Psychology in
the Schools, vol. 45, no. 5, pp. 365–368, 2008.
[26] J. J. Appleton, S. L. Christenson, D. Kim, and A. L. Reschly,
“Measuring cognitive and psychological engagement: Validation of the
Student Engagement Instrument.” Journal of School Psychology, vol.
44, pp. 427–445, 2006.
[27] J. D. Finn, “Withdrawing from school.” Review of Educational
Research, vol. 59, pp. 117–142, 1989.
[28] J. Marquis, “Debates about Gamification and Game-Based Learning
(#GBL) in Education.” Classroom Aid – Connecting Dots of Digital
Learning. Retrieved July 20, 2014, from http://classroomaid.
com/2013/04/07/debates-about-gamification-and-game-basedlearninggbl-
in-education, 2013.
[29] D. Eseryel, V. Law, D. Ifenthaler, X. Ge, and R. Miller, “An
Investigation of the Interrelationships between Motivation, Engagement,
and Complex Problem Solving in Game-based Learning.” Educational
Technology & Society, vol. 17, no. 1, pp. 42–53, 2014.
[30] X. Wu, R. C. Anderson, K. Nguyen-Jahiel, and B. Miller, “Enhancing
Motivation and Engagement through Collaborative Discussion.” Journal
of Educational Psychology, vol. 105, no. 3, pp. 622-632, 2013.
[31] C. P. Carter, A. L. Reschly, M. D. Lovelace, J. J. Appleton, and D.
Thompson, “Measuring Student Engagement Among Elementary
Students: Pilot of the Student Engagement Instrument - Elementary
Version.” School Psychology Quarterly, vol. 27, no. 2, pp. 61-73, 2012.
[1] S. Saleh, and A. Aziz, “Teaching practices among secondary school
teachers in Malaysia.” International Proceedings of Economics
Development and Research, vol. 47, pp. 63-67, 2012.
[2] Lee Ai Rene, “Minat sikap belajar dan masalah pengajaran dan
pembelajaran di kalangan pelajar 4 SPA.” (Unpublished doctoral
dissertation). Universiti Teknologi, Malaysia, 2004.
[3] S. Maruli, and R. Wayan, “Identifikasi miskonsepsi guru Kimia pada
pembelajaran konsep struktur atom.” Jurnal Penelitian dan
Pengembangan Pendidikan, Lembaga Penelitian Undiksha, vol. 1, no. 2,
pp. 148-160, 2007.
[4] N. Chan, “Another Malaysian education dilemma: Can we trust our
exams?” Retrieved May 10, 2014: http://www. theedgemalaysia.com/
commentary/270283-opinion-another-malaysian-education-dilemmacan-
we-trust-our-exams.html, 2014.
[5] J. J. Lee, and J. Hammer, “Gamification in education: What, how, why
bother?” Academic Exchange Quarterly, vol. 15, no. 2. Retrieved 5th
May, 2014 from http://www.gamifyingeducation.org/files/Lee-Hammer-
AEQ-2011.pdf, 2011.
[6] K. Erenli, “The Impact of Gamification - Recommending Education
Scenarios.” International Journal of Emerging Technologies in Learning,
vol. 8. pp. 15-21, 2013.
[7] S. Blumenfeld, “The importance of rote learning.” Practical
Homeschooling, vol. 34. Retrieved July 20, 2014 from http://www.
home-school.com/Articles/the-importance-of-rote-learning.php, 2000.
[8] D. Ong, Y. Y. Chan, W. H. Cho, and T. Y. Koh, “Motivation of
learning: An assessment of the practicality and effectiveness of
gamification within a tertiary education system in Malaysia.” Paper
presented at World Academy of Researchers, Educators, and Scholars in
Business, Social Sciences, Humanities and Education Conference, 22 -
25 July 2013, Cape Town, South Africa.
[9] J. Hamari, “Transforming Homo Economicus into Homo Ludens: A
Field Experiment on Gamification in a Utilitarian Peer-To-Peer Trading
Service.” Electronic Commerce Resaerch and Application, vol. 12, no.
4, pp. 236-245, 2013.
[10] S. Deterding, R. Khaled, L. E. Nacke, and D. Dixon, “Gamification:
Toward a definition or Corcoran.” The Gamification of Education.
Conference on Human Factors in Computing Systems, Vancouver, BC,
Canada. Retrieved May 4, 2014, from http://hci.usask.ca/uploads/219-
02-Deterding,-Khaled,-Nacke,-Dixon.pdf, 2011.
[11] S. Smith-Robbins, “’This game sucks’: How to improve the gamification
of education.” EDUCAUSE Review Online. Retrieved May 14, 2014,
from http://www.educause.edu/ero/article/game-sucks-how-improvegamification-
education, 2011.
[12] Bunchball, Inc. “Gamification101: An introduction to the use of game
dynamics to influence behavior.” Retrieved 10 May, 2014 from
http://www.bunchball.com/sites/default/files/downloads/gamification10
1.pdf, 2010.
[13] J. Leming, L. Ellington, and K. Porter-Magee, “Where Did Social
Studies Go Wrong?” A report from Thomas B. Fordham Foundation.
Retrieved May 8, 2014, from http://www.flagarts.com/facultystaff/
Jennifer%20Spensieri/documents/ContrariansFull.pdf#page=109,
2003.
[14] A. Hamilton, “Rote learning isn’t necessarily a bad thing.” FMT News.
Retrieved July 30, 2014 from http://www.freemalaysiatoday.com/
category/opinion/2014/04/08/rote-learning-isnt-necessarily-a-bad-thing,
April 2014.
[15] E. L. Deci, and R. M. Ryan, “Intrinsic motivation and self-determination
in human behavior.” New York: Plenum Publishing Co, 1985.
[16] K. Cherry, “What is Motivation?” Retrieved May 8, 2014 from
http://psychology.about.com/od/mindex/g/motivation-definition.htm,
May 2014.
[17] Ryan, R., & Deci, E. (2000). Self-determination theory and the
facilitation of intrinsic motivation, social development, and wellbeing.
American Psychologist, vol. 55, no. 1, pp. 68-78.
[18] E. L. Deci, and R. M. Ryan, “Promoting Self Determined Education.”
Scandinavian Journal of Educational Research, vol. 38, pp. 3-41, 1994.
[19] G. Wilson, “The Effects of External Rewards on Intrinsic Motivation.”
Journal of HYPERplasia Research. Retrieved July 14, 2014, from
http://www.abcbodybuilding.com/rewards.pdf, 2006.
[20] J. A. Fredericks, P. C. Blumenfeld, and A. H. Paris, “School
engagement: Potential of the concept, state of the evidence.” Review of
Educational Research, vol. 74, pp. 59-109, 2004.
[21] H. M. Marks, “Student engagement in instructional activity: Patterns in
the elementary, middle, and high school years.” American Educational
Research Journal, vol. 37, pp. 153-184, 2000.
[22] The Student Engagement Instrument (SEI), University Of Minnesota.
Retrieved July 21, 2014, from http://checkandconnect.umn.edu/
research/engagement.html, 2014.
[23] J. Hamari, J. Koivisto, and H. Sarsa, “Does Gamification Work? – A
Literature Review of Empirical Studies on Gamification.” In
proceedings of the 47th Hawaii International Conference on System
Sciences, Hawaii, USA, January 6-9, 2014.
[24] The Glossary of Education Reform, “Student Engagement.” Retrieved
May 9, 2014 from http://edglossary.org/student-engagement, 2014.
[25] M. J. Furlong, and S. L. Christenson, “Engaging Students at School and
with Learning: A Relevant Construct for All Students.” Psychology in
the Schools, vol. 45, no. 5, pp. 365–368, 2008.
[26] J. J. Appleton, S. L. Christenson, D. Kim, and A. L. Reschly,
“Measuring cognitive and psychological engagement: Validation of the
Student Engagement Instrument.” Journal of School Psychology, vol.
44, pp. 427–445, 2006.
[27] J. D. Finn, “Withdrawing from school.” Review of Educational
Research, vol. 59, pp. 117–142, 1989.
[28] J. Marquis, “Debates about Gamification and Game-Based Learning
(#GBL) in Education.” Classroom Aid – Connecting Dots of Digital
Learning. Retrieved July 20, 2014, from http://classroomaid.
com/2013/04/07/debates-about-gamification-and-game-basedlearninggbl-
in-education, 2013.
[29] D. Eseryel, V. Law, D. Ifenthaler, X. Ge, and R. Miller, “An
Investigation of the Interrelationships between Motivation, Engagement,
and Complex Problem Solving in Game-based Learning.” Educational
Technology & Society, vol. 17, no. 1, pp. 42–53, 2014.
[30] X. Wu, R. C. Anderson, K. Nguyen-Jahiel, and B. Miller, “Enhancing
Motivation and Engagement through Collaborative Discussion.” Journal
of Educational Psychology, vol. 105, no. 3, pp. 622-632, 2013.
[31] C. P. Carter, A. L. Reschly, M. D. Lovelace, J. J. Appleton, and D.
Thompson, “Measuring Student Engagement Among Elementary
Students: Pilot of the Student Engagement Instrument - Elementary
Version.” School Psychology Quarterly, vol. 27, no. 2, pp. 61-73, 2012.
@article{"International Journal of Business, Human and Social Sciences:68338", author = "Goh Yung Hong and Mona Masood", title = "Effects of Gamification on Lower Secondary School Students’ Motivation and Engagement", abstract = "This paper explores the effects of gamification on
lower secondary school students’ motivation and engagement in the
classroom. Two-group posttest-only experimental design were
employed to study the influence of gamification teaching method
(GTM) when compared with conventional teaching method (CTM)
on 60 lower secondary school students. The Student Engagement
Instrument (SEI) and Intrinsic Motivation Inventory (IMI) were used
to assess students’ intrinsic motivation and engagement level towards
the respective teaching method. Finding indicates that students who
completed the GTM lesson were significantly higher in intrinsic
motivation to learn than those from the CTM. Although the result
were insignificant and only marginal difference in the engagement
mean, GTM still show better potential in raising student’s
engagement in class when compared with CTM. This finding proves
that the GTM is likely to solve the current issue of low motivation to
learn and low engagement in class among lower secondary school
students in Malaysia. On the other hand, despite being not significant,
higher mean indicates that CTM positively contribute to higher peer
support for learning and better teacher and student relationship when
compared with GTM. As a conclusion, gamification approach is
flexible and can be adapted into many learning content to enhance the
intrinsic motivation to learn and to some extent, encourage better
student engagement in class.
", keywords = "Conventional teaching method, Gamification
teaching method, Motivation, Engagement.", volume = "8", number = "12", pages = "3770-8", }
