Gamification of Teachers' Lessons During the COVID-19 Pandemic
Keywords:Gamification, Game Elements, Techno-structural intervention, Reengineering OD Intervention
The COVID-19 pandemic has caused such an unprecedented disturbance to the world, particularly
on the economy, and caused significant disruption to the education ecosystem. It has affected school organizations and forced school leaders to adopt alternative ways of learning.
The transition to online education posed many challenges in engaging students to participate actively, and one of the solutions is for teachers to create better digital lessons using gamification elements. But despite the prevalence of technology, educators lack the knowledge and skills to captivate students' interest to participate actively in online learning.
At present, there is a dearth of studies on the application of gamification to teachers' online lessons during the COVID-19 pandemic. Educators must capitalize on new engaging technological trends as a form of techno-structural OD intervention to complement their pedagogies, teaching processes and encourage students' online participation. This concept paper highlights the benefits of applying gamification to education, particularly on how teachers can utilize game elements in creating, managing, and updating digitalized lessons to motivate students amidst the pandemic. The paper also explores fostering a healthy culture for students' heightened level of motivation, increased acquisition of knowledge, and learning new skills. It encourages schools to adopt the appropriate type of gamification and suggests future researchers on the various types and elements of gamification that can be adapted by selected schools.
Bilgin, E. (2020, February). A Brief Overview on Gamification History. ResearchGate. https://www.researchgate.net/publication/339594255_A_Brief_Overview_on_Gamification_History.
Cahill, G. (2020). Why Game-Based Learning? the Learning Counsel. https://thelearningcounsel.com/article/why-game-based-learning.
Chamberlain, L. (2020, September 28). Sal Khan on the State of Education in the Global Pandemic - and Beyond. Yext. https://www.yext.com/blog/2020/09/sal-khan-on-the-state-of-education-in-the-global-pandemic-and-beyond/.
Deterding, S., Sicart, M., Nacke, L., O'Hara, K., & Dixon, D. (2011). Gamification: Using game-design elements in non-gaming contexts. In Proceedings of the CHI 2011. Vancouver, BC, Canada, 10.1145/1979742.1979575. DOI: https://doi.org/10.1145/1979742.1979575
Dichev, C., & Dicheva, D. (2017). Gamifying education: what is known, what is believed and what remains uncertain: a critical review. International Journal of Educational Technology in Higher Education, 14(1). https://doi.org/10.1186/s41239-017-0042-5 DOI: https://doi.org/10.1186/s41239-017-0042-5
Ding, L., Kim, C. M., & Orey, M. (2020). Design of gamified asynchronous online discussions. Technology, Pedagogy and Education, 29(5), 631–647. https://doi.org/10.1080/1475939x.2020.1801495 DOI: https://doi.org/10.1080/1475939X.2020.1801495
Fauzi, I., & Khusuma, I. H. S. (2020). Teachers’ Elementary School in Online Learning of COVID-19 Pandemic Conditions. Jurnal Iqra': Kajian Ilmu Pendidikan, 5(1), 58-70. https://doi.org/10.25217/ji.v5i1.914 DOI: https://doi.org/10.25217/ji.v5i1.914
Fuu, S. (2017, July 19). Techno structural interventions. SlideShare. https://www.slideshare.net/salman-fuu/techno-structural-interventions.
Gallego-Durán, F. J., Villagrá-Arnedo, C. J., Satorre-Cuerda, R., Compañ-Rosique, P., Molina-Carmona, R., & Llorens-Largo, F. (2019). A Guide for Game-Design-Based Gamification. Informatics, 6(4), 49. https://doi.org/10.3390/informatics6040049 DOI: https://doi.org/10.3390/informatics6040049
Garris, R., Ahlers, R., & Driskell, J. E. (2002). Games, Motivation, and Learning: A Research and Practice Model. Simulation & Gaming, 33(4), 441–467. https://doi.org/10.1177/1046878102238607 DOI: https://doi.org/10.1177/1046878102238607
Hussein, M. H., Cheong, L. S., Thong, M.-K., & Ow, S. H. (2019). A Digital Game-Based Learning Method to Improve Students' Critical Thinking Skills in Elementary Science. IEEE Access, 7, 96309–96318. https://doi.org/10.1109/access.2019.2929089 DOI: https://doi.org/10.1109/ACCESS.2019.2929089
Huotari, K., & Hamari, J. (2017). A definition for gamification: anchoring gamification in the service marketing literature. Electronic Markets, 27(1), 21–31. https://doi.org/10.1007/s12525-015-0212-z DOI: https://doi.org/10.1007/s12525-015-0212-z
Landers, R. N., Collmus, A. B., Armstrong, M. B., & Auer, E. M. (2018). Gamification Science, Its History and Future: Definitions and a Research Agenda. Simulation & Gaming, 49(5), 315–337. https://doi.org/10.1177/1046878118774385 DOI: https://doi.org/10.1177/1046878118774385
O'Connell, A., Tomaselli, P. J., & Stobart-Gallagher, M. (2020). Effective Use of Virtual Gamification During COVID-19 to Deliver the OB-GYN Core Curriculum in an Emergency Medicine Resident Conference. Cureus, 12(6), e8397. https://doi.org/10.7759/cureus.8397 DOI: https://doi.org/10.7759/cureus.8397
Ofosu-Ampong, K., Boateng, R., Anning-Dorson, T., & Kolog, E. A. (2019). Are we ready for Gamification? An exploratory analysis in a developing country. Education and Information Technologies, 25(3), 1723–1742. https://doi.org/10.1007/s10639-019-10057-7 DOI: https://doi.org/10.1007/s10639-019-10057-7
Ofosu-Ampong, K., & Boateng, R. (2018). Gamifying Sakai: Understanding game elements for learning. In Proceedings of the Twenty-fourth Americas Conference on Information Systems. https://aisel.aisnet.org/amcis2018/Education/Presentations/4.
Pakinee, A., & Puritat, K. (2021). Designing a gamified e-learning environment for teaching undergraduate ERP course based on big five personality traits. Education and Information Technologies. https://doi.org/10.1007/s10639-021-10456-9 DOI: https://doi.org/10.1007/s10639-021-10456-9
Puritat, K. (2019). Enhanced Knowledge and Engagement of Students Through the Gamification Concept of Game Elements. International Journal of Engineering Pedagogy (IJEP), 9(5), 41. https://doi.org/10.3991/ijep.v9i5.11028 DOI: https://doi.org/10.3991/ijep.v9i5.11028
Sawahel, W. (2020, November 26). Gamification of education could engage students during COVID-19. University
Shabrina, P., Akintunde, R. O., Maniktala, M., Barnes, T., Lynch, C., & Rutherford, T. (2020). Peeking through the classroom window. Proceedings of the Tenth International Conference on Learning Analytics & Knowledge. https://doi.org/10.1145/3375462.3375525 DOI: https://doi.org/10.1145/3375462.3375525
UN. (2020, August). UNSDG | Policy Brief: Education during COVID-19 and beyond. United Nations. https://unsdg.un.org/resources/policy-brief-education-during-covid-19-and-beyond.
WHO. (2021). Coronavirus Disease (COVID-19) Situational Updates. World Health Organization. https://www.who.int/emergencies/diseases/novel-coronavirus-2019/situation-reports.
WHO. (2020). Be Active During COVID-19. Geneva: World Health Organization. Available online at: https://www.who.int/westernpacific/news/q-a-detail/beactive-during-covid-19
Yang, X., Zhang, M., Kong, L., Wang, Q., & Hong, J.-C. (2020). The Effects of Scientific Self-efficacy and Cognitive Anxiety on Science Engagement with the "Question-Observation-Doing-Explanation" Model during School DOI: https://doi.org/10.21203/rs.3.rs-40814/v1
Disruption in COVID-19 Pandemic. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-020-09877-x
How to Cite
Copyright (c) 2021 Gerby Parra, Emily Tan
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Submission of an article implies that the work described has not been published previously (except in the form of an abstract or as part of a published lecture or academic thesis), that it is not under consideration for publication elsewhere, that its publication is approved by all authors and tacitly or explicitly by the responsible authorities where the work was carried out, and that, if accepted, will not be published elsewhere in the same form, in English or in any other language, without the written consent of the Publisher. The Editors reserve the right to edit or otherwise alter all contributions, but authors will receive proofs for approval before publication.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.