Sustainability And Aptness Of Game Elements In A Gamified Learning Environment

Sustaining the interest level of students in any form of technology-based learning poses a significant challenge. Infusion of any tech-based elements into learning may not be sufficient for Generation-Z students, whose lives revolve around technology. Although gamification, game elements in non-gaming contexts are more comfortable being implemented by ordinary people with no tech-based knowledge. Nevertheless, in the context of learning, the sustainability of the game elements needs to be identified. Therefore, mixed-method research was conducted on 28 students aged 13 years old from an urban school in Malaysia for 14 weeks. The students were introduced to a gamified learning method that infused gamification elements in the traditional classroom and the online classroom. The game elements tested were points, badges, and leader boards. Students were taught two separate topics in the Malaysian Science syllabus using gamified learning to ensure the students' continuity effects. Upon completion, the game elements' final tally was assessed and supported by the interview feedback from the top 3 students from each game element. Based on the findings, gamified learning with game elements helped reduced boredom and using technology made learning fun. Although some respondents shared the fear of complacency of using games in learning, the mixed response was reported to the preferred type of game elements or type of learning that suits the game elements.