The factors affecting ueh students’ engagement in learning when applying gamification in education

lOMoARcPSD|22243379 BỘ GIÁO DỤC VÀ ĐÀO TẠO TRƯỜNG ĐẠI HỌC KINH TẾ TP HỒ CHÍ MINH CƠNG TRÌNH DỰ THI GIẢI THƯỞNG ĐỀ TÀI MÔN HỌC XUẤT SẮC UEH500 NĂM 2022 TÊN CƠNG TRÌNH: THE FACTORS AFFECTING UEH STUDENTS’ ENGAGEMENT IN LEARNING WHEN APPLYING GAMIFICATION IN EDUCATION ĐỀ TÀI THUỘC KHOA/VIỆN: TOÁN - THỐNG KÊ MSĐT (Do BTC ghi): TP Hồ Chí Minh - 2022 lOMoARcPSD|22243379 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 lOMoARcPSD|22243379 II CHAPTER I: INTRODUCTION 1.1 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 4.0 Education has progressed due to advances in current computer and network technologies (L Li, 2014) 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 nongame 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 125) 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 lOMoARcPSD|22243379 III 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 4.0 classroom model 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, Klỗaslan, & entürk, 2014; Güler, 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 (Varışoğlu et al., 2013; Öztemiz & Önal, 2013) 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 1.2 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 1.3 Research question: Which factors affect the effectiveness of Gamification in UEH students' learning? How much these factors affect the engagement in learning of UEH students? What suggestions can we suggest to improve Gamification in learning to increase UEH students’ engagement? lOMoARcPSD|22243379 IV 1.4 Research sample and scope: 1.4.1 Research sample: Students of UEH University (whose lessons are gamified) 1.4.2 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 lOMoARcPSD|22243379 V Table of Contents ABSTRACT I CHAPTER I: INTRODUCTION II 1.1 Reason (Problem Statement) II 1.2 Aim of research III 1.3 Research question: III 1.4 Research sample and scope: IV 1.4.1 Research sample: IV 1.4.2 Research scope: IV Table of Contents V List of Figures VIII List of Acronyms IX List of Tables X CHAPTER II: THEORETICAL BASIS 2.1 Related research 2.2 Literature .3 2.2.1 Gamification 2.2.2 Gamification and learning 2.2.3 Students’ engagement .6 2.3 Hypothesis 2.4 Proposed research model 11 CHAPTER III: THE METHODOLOGY 12 3.1 Research methods of the topic 12 3.1.1 Methods of analysis and synthesis .12 3.1.2 The method of data collection 12 3.2 Research process 12 3.3 Quantitative research 13 3.3.1 Research subject 13 3.3.2 Sample size 13 3.3.3 Choose a research sample .14 3.3.4 Data collection method 14 3.4 Data analysis method 14 lOMoARcPSD|22243379 VI 3.4.1 Cronbach’s Alpha Reliability Test .14 3.4.2 EFA - Exploratory Factor Analysis 15 3.4.3 Pearson Correlation Analysis .15 3.4.4 Multi-variable Regression Analysis .16 CHAPTER IV: RESEARCH RESULT 17 4.1 Descriptive statistics of the survey sample 17 4.1.1 Batch of students 17 4.1.2 Student's major 18 4.1.3 The application of gamification in class 19 4.1.4 Percentage of class applying gamification 20 4.1.5 Which game are used in class 21 4.2 Analytical data from key questions 21 4.2.1 Reliability test: Cronbach Alpha 21 4.2.2 EFA - exploratory factor analysis .27 4.2.2.1 Factor Analysis Results for Independent Variable Scales .27 4.2.2.2 Factor Analysis Results for Dependent Variable Scales 33 4.3 Pearson Correlation .34 4.3.1 The correlation between Perceived Usefulness and Attitude and Students’ Engagement 34 4.3.2 The correlation between Skills Engagement and Students’ Engagement 35 4.3.3 The correlation between Perceived Ease of Use and Students’ Engagement 35 4.3.4 The correlation between Interaction Engagement and Students’ Engagement 35 4.4 Regression Analysis 35 4.4.1 Check the model fit 35 4.4.2 Normality testing for residuals .38 CHAPTER V: CONCLUSION AND RECOMMENDATION 42 5.1 Conclusion 42 5.2 Recommendation 42 5.3 Limitation and Development 43 5.3.1 Limitation .43 5.3.2 Development .43 lOMoARcPSD|22243379 VII REFERENCES 45 APPENDIX 49 Appendix 1: The content of the survey 49 Appendix 2: Result of Cronbach Alpha .55 Appendix 3: Result of EFA 57 Appendix 4: Result of Pearson Correlation and Regression Analysis .60 lOMoARcPSD|22243379 VIII List of Figures Figure 2.1 Proposed research model 11 Figure 3.1: Research process 13 Figure 4.1 Batch of students 17 Figure 4.2 UEH students’ major 18 Figure 4.3 The application of gamification in class 19 Figure 4.4 Percentage of class applying gamification 20 Figure 4.5 Games used in class 21 Figure 4.6 Normalized Residual Frequency chart Histogram 38 Figure 4.7 Normalized Residual Frequency chart Normal P-P Plot 39 Figure 4.8 Normalized Residual Frequency chart Scatterplot 40 lOMoARcPSD|22243379 IX List of Acronyms SE Students' Engagement PUA Perceived Usefulness and Attitude PEU Perceived Ease of Use S Skill Engagement IE Interaction Engagement lOMoARcPSD|22243379 49 APPENDIX Appendix 1: The content of the survey Xin chào người!! Chúng nhóm sinh viên đến từ lớp IBC01, khoá 46, thuộc Khoa Kinh doanh Quốc tế - Marketing Trường Đại học Kinh tế TP.HCM Hiện nhóm thực nghiên cứu khảo sát đề tài "MỨC ĐỘ HIỆU QUẢ CỦA VIỆC ÁP DỤNG GAME HÓA VÀO GIÁO DỤC ĐỐI VỚI SINH VIÊN UEH" Một vấn đề quan trọng mà nhà giáo dục phải đối mặt ngày làm để thu hút học sinh sinh viên tham gia vào trình dạy học Dựa sóng sáng tạo tồn sẵn có, liệu "Game hóa" có phải giải pháp cho vấn đề này? Nhóm muốn tìm hiểu xem liệu có phải phương pháp hiệu hay khơng cách thức mà ảnh hưởng đến tham gia sinh viên UEH vào giảng môn học Để thực mục đích đó, mong anh/chị bạn dành thời gian hỗ trợ hồn thành phiếu khảo sát Xin chân thành cảm ơn! ĐẶC ĐIỂM ĐỐI TƯỢNG NGHIÊN CỨU Bạn sinh viên khóa? ◻ K44 ◻ K45 ◻ K46 ◻ K47 Ngành học bạn là: ◻ Bảo hiểm ◻ Bất động sản ◻ Hệ thống thơng tin quản lí ◻ Kế toán ◻ Kiểm toán ◻ Kinh tế ◻ Kinh tế đầu tư Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 50 ◻ Kinh doanh quốc tế ◻ Kinh doanh thương mại ◻ Kiến trúc đô thị ◻ Luật ◻ Logistics Quản lí chuỗi cung ứng ◻ Marketing ◻ Ngơn ngữ anh ◻ Quản lí cơng ◻ Quản trị nhân lực ◻ Quản trị bệnh viện ◻ Quản trị kinh doanh ◻ Quản trị dịch vụ du lịch lữ hành ◻ Quản trị khách sạn ◻ Tài quốc tế ◻ Tài - ngân hàng ◻ Thống kê kinh tế ◻ Thương mại điện tử Các buổi học bạn tham gia có áp dụng yếu tố game khơng? ◻ Có ◻ Khơng Trong tuần, tỉ lệ tham gia vào buổi học (theo thời khóa biểu) có áp dụng yếu tố game bạn là? ◻ 20% ◻ 20 - 40% ◻ 40 - 60% ◻ 60 - 80% Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 51 Các game mà giảng viên bạn thường sử dụng gì? ◻ Kahoot ◻ Quizizz ◻ Quizlet MỨC ĐỘ HIỆU QUẢ CỦA VIỆC ÁP DỤNG GAME HOÁ VÀO GIẢNG DẠY ĐỐI VỚI SINH VIÊN UEH Bạn vui lịng đánh dấu “X” vào tương ứng thể mức độ đồng ý bạn phát biểu theo quy ước sau: Rất không đồng ý Khơng đồng ý Bình thường Đồng ý Hoàn toàn đồng ý Lưu ý: Mỗi hàng nhất, chọn mức độ đồng ý mức độ Mức độ hữu ích game Rất Khơng Bình khơng đồng ý thường đồng ý Vận dụng game buổi học khiến tiếp thu kiến thức dễ dàng Việc vận dụng game giảng dạy giúp có kết tốt Khi biết cuối buổi học có game để tổng kết bài, điều giúp có động lực tập trung Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) Đồng ý Hoàn toàn đồng ý lOMoARcPSD|22243379 52 Nhìn chung, thấy việc ứng dụng game vào giảng dạy hữu ích Mức độ dễ tiếp cận Rất Khơng Bình khơng đồng ý thường Đồng ý Hồn tồn đồng ý đồng ý Mình thấy game ứng dụng buổi học linh hoạt dễ dùng Các chức giao diện game thiết kế rõ ràng trực quan Việc tương tác game dễ hiểu không tốn nhiều thời gian suy nghĩ Nhìn chung, thấy game sử dụng dễ chơi Thái độ sinh viên việc áp dụng game vào buổi học Rất Khơng Bình khơng đồng ý thường đồng ý Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) Đồng ý Hoàn tồn đồng ý lOMoARcPSD|22243379 53 Tơi nghĩ việc ứng dụng game vào giảng dạy ý tưởng hay Tơi thấy hứng thú q trình vừa học vừa chơi Tôi mong trải nghiệm việc ứng dụng game môn học sau nhiều khía cạnh khác Khả bổ trợ kỹ (Việc ứng dụng game tạo động lực cho mình) Rất Khơng Bình khơng đồng ý thường Đồng ý Hồn toàn đồng ý đồng ý Ghi tốt buổi học Tập trung nghe giảng Thường xuyên ôn lại để nắm vững kiến thức Mức độ tương tác (Việc chơi game giúp mình) Rất Khơng Bình khơng đồng ý thường Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) Đồng ý Hoàn toàn lOMoARcPSD|22243379 54 đồng ý đồng ý Cảm thấy vui buổi học Chủ động thảo luận câu hỏi theo nhóm (group discussion) Tăng khả tương tác với bạn lớp Tăng khả tương tác với giảng viên Mức độ hứng thú sinh viên việc học Rất Khơng Bình khơng đồng ý thường đồng ý Áp dụng game hố lớp học làm tơi cảm thấy hào hứng với hoạt động học tập lớp Áp dụng game hoá lớp học làm tơi tích cực tham gia vào hoạt động học tập lớp Áp dụng game hoá lớp Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) Đồng ý Hoàn toàn đồng ý lOMoARcPSD|22243379 55 học làm cảm thấy tập trung vào việc học Áp dụng game hoá lớp học làm trở nên hứng thú với môn học Appendix 2: Result of Cronbach Alpha Scale: Perceived Usefulness and Attitude Scale: Perceived Ease of Use Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 56 Scale: Skill Engagement Scale: Interaction Engagement Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 57 Scale: Students’ Engagement Appendix 3: Result of EFA Results of KMO and Bartlett tests of independent variables (1) Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 58 Results of KMO and Bartlett tests of independent variables (2) Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 59 Factor Analysis Results for Dependent Variable Scales Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 60 Appendix 4: Result of Pearson Correlation and Regression Analysis Result of Pearson Correlation Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 61 Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 62 Downloaded by tr?n hi?n (vuchinhhp21@gmail.com) lOMoARcPSD|22243379 63 Downloaded by tr?n hi?n (vuchinhhp21@gmail.com)