BỘ GIAO DUC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC KINH TẺ TP. HỎ CHÍ MINH UEH UNIVERSITY CONG TRINH DU THI GIAI THUONG ĐỀ TÀI MÔN HỌC XUẤT SẮC UEH500 NĂM 2022 TEN CONG TRINH: THE FACTORS AFFECTING UEH STUDENTS’ ENGAGEMENT IN LEARNING WHEN APPLYING GAMIFICATION IN EDUCATION DE TAI THUOC KHOA/VIEN: TOAN - THONG KE MSDT (Do BTC ghi): TP. Hồ Chí Minh - 2022 € I ABSTRACT In higher education, the teaching and learning process has evolved, and numerous strategies have been created to support student-centered learning. Gamification, often known as game-based learning, is one of the most widely used strategies to improve students’ classroom experiences.
However, there is a dearth of understanding among educators, and there is a lot of concern about whether gamification improves the learning process and student’s engagement. Therefore, in order to clearly understand that the application of gamification in education can help instill students’ engagement, the authors have conducted a study on the topic “The factors affecting UEH students’ engagement in learning when applying gamification in education”. From there, understand those causes and suggest remedial measures to the university to bring maximum quality for the course in the next semester. The topic is based on the theoretical bases given by the authors with key influencing factors such as Perceived Usefulness and Attitude, Perceived Ease of Use, Skill Engagement and Interaction Engagement.
With the data obtained from a sample of 180 students from courses 44, 45, 46 and of UEH University, the research results showed that Perceived Usefulness and Attitude, Skill Engagement, and Interaction Engagement are strongly correlated with students’ engagement. The remaining factors are not considered to have a significant impact on students’ engagement. Based on that result, our research team has proposed some measures to improve the quality of the course applied gamification to enhance the engagement of students from all over the country. II CHAPTER I: INTRODUCTION 1.
Reason (Problem Statement) Higher education in Vietnam is undergoing a tremendous shift, with content, teaching techniques, and learning methods all changing. Information technology has significantly impacted all aspects of life in the industrial age 4. Education has progressed due to advances in current computer and network technologies (L. Using information technology in the classroom to improve the quality and effectiveness of teaching and learning is inevitable.
In which the application of Gamification in education is increasingly popular as game culture spreads among a large percentage of the world's population. With the growing attention surrounding the use of video game elements in non- game contexts, Gamification has been defined as the use of game-based mechanics, aesthetics, and introspection of games to engage people, drive action, promote learning, and solve problems” (Kapp, 2013, p. Pedagogical application of Gamification to promote learning with digital game mechanics, including but not limited to avatars, badges, points, levels, leaderboards, and virtual rewards. In a typical classroom environment, learners will need to maintain at least three core interactions: interacting with the teacher, interacting with classmates, and interacting with the lesson content.
These multi-dimensional interactions are the key to maintaining students’ interest and initiative in acquiring knowledge. Meanwhile, with the traditional learning method, the lessons now no longer bring much interest to the students because of the purely theoretical nature, and more importantly, this leads to a lack of interaction among the students. Most of the students passively absorb knowledge from the teacher, thus leading to a serious problem of not understanding the lesson and not remembering what they have been taught. The lack of competitive interaction does not motivate students because they are not much aware of their level compared to their peers, and therefore lack motivation to accomplish common goals.
As traditional learning began to show cracks in the surface, alternative forms of education began to become more present. This is essentially a development as a response to the lack of information and diversity in traditional methods. IH As a result, the effectiveness of learning and students’ engagement in learning becomes a matter of concern for universities in particular and society in general. With the learner-centered principle, Gamification helps learners to overcome all the above difficulties since it personalizes the journey —a feature commonly found in role-playing game genres has now been creatively incorporated into the 4.
Although the purpose is the same as the traditional classroom, the learning programs are innovatively improved through Gamification, creating a common playground for students to connect and compete for rankings and prizes. The above factor is expected to increase interaction between classmates, even on online platforms. Gamification is an enjoyable teaching strategy that allows for repetition in a pleasurable atmosphere for pupils (Bayat, Klcaslan, & entiirk, 2014; Giller, 2011). Its most significant aspect is the ability to turn abstract experiences into tangible ones, which can help to bridge the gap between theoretical learning and applications (Varisoélu et al.
According to Canbay (2012), gamification allows students to collaborate, compete, and actively participate in the learning process. However, gamification, like other teaching approaches, may have significant drawbacks. For the above reasons, we have chosen to delve into the topic: The effectiveness of applying gamification in education on UEH students' engagement. Aim of research - Identify factors affecting UEH students’ engagement in learning when Gamification is applied in education.
- Measure the degree of these factors on students' engagement in learning. - Proposing solutions to help develop Gamification to improve learning efficiency and students’ engagement in learning. Which factors affect the effectiveness of Gamification in UEH students’ learning? 2. How much do these factors affect the engagement in learning of UEH students? 3.
What suggestions can we suggest to improve Gamification in learning to increase UEH students’ engagement? IV 1.4, Research sample and scope: 1.1, Research sample: Students of UEH University (whose lessons are gamified).2, Research scope: Time: Our group carries out the project after the final exam in the first semester of 2022 to study the thoughts of UEH students on applying gamification in studying. From there, give the levels of impact and suggestions to increase the effectiveness level of applying gamification in UEH University education. Space: Conduct surveys with students of UEH University by filling out survey forms. Vv Table of Contents 0.
Atm of research un. Research sample and s€Op€:. Vv List Of FIQUICS oo. VIII I8oể⁄Yoic 77 na.
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EFA - exploratory factor araÏySI§. Factor Analysis Results for Independent Variable Scales. Factor Analysis Results for Dependent Variable Scales. The correlation between Perceived Usefulness and Attitude and Students’ 51a.
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60 VII List of Figures Figure 2.1 Proposed research model Figure 3.1: Research process Figure 4. Batch of students Figure 4. UEH students’ major Figure 4. The application of gamification in class Figure 4.
Percentage of class applying gamification Figure 4. Games used in class Figure 4. Normalized Residual Frequency chart Histogram Figure 4. Normalized Residual Frequency chart Normal P-P Plot Figure 4.
Normalized Residual Frequency chart Scatterplot IX List of Acronyms SE Students’ Engagement PUA Perceived Usefulness and Attitude PEU Perceived Ease of Use Skill Engagement Interaction Engagement xX List of Tables Table 2. Table of previous researches. Table of results to evaluate the reliability of the scale “Perceived Usefulness and Attitude?. Table of results to evaluate the reliability of the scale “Perceived Ease of use” c111111 1111111111111 1111111 1111111111111 1111111 111111 1111111 111111111 11111111111 111111111111 1111611010110 111 1021177170 23 Table 4.
Table of results to evaluate the reliability of the scale “Skill Engagement” c111111 1111111111111 1111111 1111111111111 1111111 111111 1111111 111111111 11111111111 111111111111 1111611010110 111 1021177170 24 Table 4. Table of results to evaluate the reliability of the scale “Interaction |E)91519131319)01WMÄHI. Table of results to evaluate the reliability of the scale “Students` Engagement” c111111 1111111111111 1111111 1111111111111 1111111 111111 1111111 111111111 11111111111 111111111111 1111611010110 111 1021177170 26 Table 4. Results of KMO and Bartlett tests of independent variables (1).
Result of EFA (ÍÏ). Results of KMO and Bartlett tests ofindependent variables (2). Results of KMO and Bartlett tests of dependent varIables. Result of EFA Lc.
Analysis of variance (ANOVA) table. 222112011101 1131 113111111111 1111 111111111111 111 111111 k2 40 l CHAPTER II; THEORETICAL BASIS 2. Related research Table 2. Table of previous researches No Name of Research Method/Scale — of | Content of Research research 1 Raed S Alsawaier, "The Literature review - |A proposed Effect of Gamification on |summarizing the |methodology In the Motivation and literature review of | study of gamification Engagement", The the relationship effect on motivation and International Journal of among in addition to an Information and Learning | gamitfication, empirical study Technology motivation, and engagement 2 The effectiveness of Survey on 50 The research shows the gamification technique students, guided by | factors of gamification for higher education the researchers techniques that affect students engagement the engagement of in polytechnic Muadzam students in higher Shah Pahang, education: Perceived Malaysia (Ab.
Rahman et Ease of Use (PEOU) is al, 2018) a better indicator for students’ attitude towards gamification 3 The development of Empirical The aim of this study gamified learning activities experiment - The was to explore the to quasi-experimental influence of applying increase student nonequivalent- gamification techniques engagement in learning control øroup to increase student (Chanut Poondej and design was used engagement in learning Thanita Lerdporkulrat, with 577 They provide empirical 2016) undergraduate support for gamification students of education and conclude that students clearly valued the engagement of gamified learning activities. Gamification for engaging | Empirical Evaluated the impact of computer science students experiment - They gamified learning in learning activities: A designed the activities on student case study. Learning gamified learning engagement. According Technologies, IEEE platform by to their experiment, it is Transactions (Ibanex et al, combining game indicated that a 2014) elements of this gamified learning platform and then environment can engage used it with students to learn students Leaning, M.
A Empirical He examined the use of study of the use of games experiments games and gamification and gamification to to enhance student enhance student engagement in a theory- engagement, experience, based course of an and achievement on a undergraduate media theory-based course of an degree. The results of undergraduate media this study did not find degree evidence that gamified learning enhanced the students’ attainment.