The impact of gamification on the motivation of primary schoolers under martial law
Keywords:
gamification, primary school, group process, game format, pupil motivation, martial law.
Abstract
Ensuring an uninterrupted learning process requires new approaches that will enhance pupil motivation. The aim of the work is to ensure the possibility of including gamification in the learning process of primary schoolers under martial law. This aim was achieved through the use of the methods of questionnaire survey and analysis; calculations of significance, efficiency ratios and Spearman’s rank correlation coefficient. The study found that only 19% of teachers used gamification processes before the study. Learning approaches included core material learning through EdApps and Can’t Wait to Learn. EdApp and Google Form were used to study basic terminology in the form of a game, do homework, and test knowledge. Dynamism is of the greatest importance for teachers, as it promotes the participation of all pupils, and affects the development of independence, thinking, and creative skills. The study found that pupils of grades 2-4, who used gamification in their studies, showed a higher knowledge level. It was established that memory and sociability were developed to the greatest extent among schoolchildren. The practical significance of the work is the possibility of transformation of the educational process as a result of the use of the proposed interactive programmes. Prospects of the research may be related to the comparison of the effectiveness of using gamification techniques among primary and secondary schoolers.
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References
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Zatarain Cabada, R., Barrón Estrada, M. L., Ríos Félix, J. M., & Alor Hernández, G. (2020). A virtual environment for learning computer coding using gamification and emotion recognition. Interactive Learning Environments, 28(8), 1048-1063. https://doi.org/10.1080/10494820.2018.1558256
Calderón Arévalo, M. Y., Flores Mejía, G. S., Ruiz Pérez, A., & Castillo Olsson, S. E. (2022). Gamification in the reading comprehension of students in times of pandemic in Peru. Revista De Ciencias Sociales, 28(ESPECIAL 5), 63-74. https://doi.org/10.31876/rcs.v28i.38145
Chen, C., Li, M., & Chen, T. (2020). A web-based collaborative reading annotation system with gamification mechanisms to improve reading performance. Computers and Education, 144, 103697. https://doi.org/10.1016/j.compedu.2019.103697
Committee on Publication Ethics. (2021). About COPE. Retrieved from https://publicationethics.org/about/our-organisation
Elmira, U., Abay, D., Shaimahanovna, D. A., Erzhenbaikyzy, M. A., Aigul, A., & Rabikha, K. (2022a). The importance of game technology in primary education. World Journal on Educational Technology: Current Issues, 14(4), 996-1004. https://doi.org/10.18844/wjet.v14i4.7652
Elmira, U., Duisengalievna, E. A., Akgul, Z., Zhorabekovna, B. B., Yntyk, B., & Meiramkul, K. (2022b). Primary school teachers’ acceptance levels of educational technologies. Cypriot Journal of Educational Sciences, 17(6), 2187-2198. https://doi.org/10.18844/cjes.v17i6.7557
Gupta, P., & Goyal, P. (2022). Is game-based pedagogy just a fad? A self-determination theory approach to gamification in higher education. International Journal of Educational Management, 36(3), 341-356. https://doi.org/10.1108/IJEM-04-2021-0126
Kanaki, K., Kalogiannakis, M., Poulakis, E., & Politis, P. (2022). Investigating the association between algorithmic thinking and performance in environmental study. Sustainability (Switzerland), 14(17), 10672. https://doi.org/10.3390/su141710672
Legaki, N., Galeote, D. F., & Hamari, J. (2022). The impact of different gamification types in the context of data literacy: An online experiment. CEUR Workshop Proceedings, 3147, 22-32.
Li, C., Hou, H., & Lee, L. (2022). Design of a dual-hierarchy scaffolding board game-based learning activity for EFL reading comprehension. Language Teaching Research. https://doi.org/10.1177/13621688221125903
Li, C., Lee, M., Lien, Y., Huang, Y., Wang, C., & Hou, H. (2019). A real escape gamification teaching activity integrated with situated learning and multi-dimensional scaffolding for elementary school social studies course. Proceedings – 2019 8th International Congress on Advanced Applied Informatics, IIAI-AAI 2019, 1051-1052. https://doi.org/10.1109/IIAI-AAI.2019.00222
Lovianova, I., Vlasenko, K., Sitak, I., Akulenko, I., & Kondratyeva, O. (2020). Model of the on-line course for training master students majoring in mathematics for teaching at university. Universal Journal of Educational Research, 8(9), 3883-3894. https://doi.org/10.13189/ujer.2020.080912
Luo, J., & Yu, S. (2022). Implementing a key-competence-based subject knowledge learning tool in Chinese middle schools: The direct and sustained effects. Interactive Learning Environments. https://doi.org/10.1080/10494820.2022.2120018
Martínez-Hita, M., & Miralles-Martínez, P. (2020). Evaluation of the design of a gamified intervention program to develop historical thinking competencies in primary school students. Revista Interuniversitaria De Formacion Del Profesorado, 34(2), 187-204.
Milosz, M., & Montusiewicz, J. (2018). The “Architectural jewels of Lublin” game as a tool for collaborative interactive learning of history. Advances in Intelligent Systems and Computing, 715, 96-105. https://doi.org/10.1007/978-3-319-73210-7_12
Mirzoyeva, L. (2022). Online platforms as a resource for teaching professional terminology. Lecture Notes in Networks and Systems, 499, 147-154. https://doi.org/10.1007/978-3-031-11435-9_16
Niu, S. J., Luo, J., Niemi, H., Li, X., & Lu, Y. (2022). Teachers’ and students’ views of using an AI-aided educational platform for supporting teaching and learning at Chinese schools. Education Sciences, 12(12), 858. https://doi.org/10.3390/educsci12120858
Oliveira, W., Hamari, J., Joaquim, S., Toda, A. M., Palomino, P. T., Vassileva, J., & Isotani, S. (2022). The effects of personalized gamification on students’ flow experience, motivation, and enjoyment. Smart Learning Environments, 9(1), 16. https://doi.org/10.1186/s40561-022-00194-x
Oliveira, W., Hamari, J., Shi, L., Toda, A. M., Rodrigues, L., Palomino, P. T., & Isotani, S. (2023). Tailored gamification in education: A literature review and future agenda. Education and Information Technologies, 28, 373–406. https://doi.org/10.1007/s10639-022-11122-4
Panyajamorn, T., Suanmali, S., & Youji, K. (2022). Using MOOC and gamification hybrid learning models in rural public schools in Thailand. Journal of Educators Online, 19(3), 206-223. https://doi.org/10.9743/JEO.2022.19.3.12
Panyajamorn, T., Suanmali, S., Kohda, Y., Chongphaisal, P., & Supnithi, T. (2018). Effectiveness of E-learning design in Thai public schools. Malaysian Journal of Learning and Instruction, 15(1), 1-34.
Prykhodchenko, S. D., Prykhodchenko, O. Y., Shevtsova, O. S., & Semenov, S. Y. (2020). Gamification of learning scratch in elementary school. OpenAccess Series in Informatics, 81, 20. https://doi.org/10.4230/OASIcs.ICPEC.2020.20
Quintas-Hijós, A., Peñarrubia-Lozano, C., & Bustamante, J. C. (2020). Analysis of the applicability and utility of a gamified didactics with exergames at primary schools: Qualitative findings from a natural experiment. PLoS ONE, 15(4). https://doi.org/10.1371/journal.pone.0231269
Ríos Félix, J. M., Zatarain Cabada, R., & Barrón Estrada, M. L. (2020). Teaching computational thinking in Mexico: A case study in a public elementary school. Education and Information Technologies, 25(6), 5087-5101. https://doi.org/10.1007/s10639-020-10213-4
Ross, R., & Bennett, A. (2022). Increasing engagement with engineering escape rooms. IEEE Transactions on Games, 14(2), 161-169. https://doi.org/10.1109/TG.2020.3025003
Smyrnova-Trybulska, E., Morze, N., Kommers, P., Zuziak, W., & Gladun, M. (2017). Selected aspects and conditions of the use of robots in STEM education for young learners as viewed by teachers and students. Interactive Technology and Smart Education, 14(4), 296-312. https://doi.org/10.1108/ITSE-04-2017-0024
Tsai, L., Li, M., Chen, C., & Kao, Y. (2020). The effects of collaborative reading annotation system with gamified mechanisms on reading comprehension performance. Proceedings – 2020 9th International Congress on Advanced Applied Informatics, IIAI-AAI 2020, 254-259. https://doi.org/10.1109/IIAI-AAI50415.2020.00057
Wei, Y., & Yang, X. (2023). Evaluation and improvement methods of preschool children's education level based on computer technology. Computer-Aided Design and Applications, 20(s4), 112-122. https://doi.org/10.14733/cadaps.2023.S4.112-122
Yang, X., Wei, Y., Li, X., & Wang, H. (2022). Optimization of early childhood education information system based on computer aided methods. Computer-Aided Design and Applications, 19(S7), 122-132. https://doi.org/10.14733/cadaps.2022.S7.122-132
Zatarain Cabada, R., Barrón Estrada, M. L., Ríos Félix, J. M., & Alor Hernández, G. (2020). A virtual environment for learning computer coding using gamification and emotion recognition. Interactive Learning Environments, 28(8), 1048-1063. https://doi.org/10.1080/10494820.2018.1558256
Published
2023-02-28
How to Cite
Byhar, H., Pits, I., Shevchuk, K., Prokop, I., Shestobuz, O., & Dariichuk, S. (2023). The impact of gamification on the motivation of primary schoolers under martial law. Amazonia Investiga, 12(61), 317-329. https://doi.org/10.34069/AI/2023.61.01.32
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