# data[].attributes.body
In my opinion, the researcher did a very good job on what they wanted to research on. Author from Article 1 wanted to broaden others research that had been done while article 2 research on the relationship between gamification factor and student learning pattern. Thus, their problem statement is clear enough for me.

# data[].attributes.body
Meng Tan and Khe Foon Hew

# data[].attributes.body
2016

# data[].attributes.body
Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

# data[].attributes.body
The writer firstly defines what is gamification to start off the introduction. The writer then slowly giving out the example to support their definition and make it more easy to understand what mean by gamification. The writer then gives out a summary on how gamification can be applied in a non-game situation. The writer than show a table about Interaction between basic human desires and game mechanics. Overall the author giving out a clear definition about their article and give out enough example to support the definition and also to make it even easier to be understand.

# data[].attributes.body
Respondent
22 respondents which are 8 males and 14 female

# data[].attributes.body
The purpose of doing this research is due to the previous research was fairly weak and is mainly based on a self-reported survey. The writer found that out of research only three studied employed comparison-based and the overall research on impact on student were mixed and the result was all positive impact.

# data[].attributes.body
Juho Hamari, David J. Shernoff, Elizabeth Rowe, Brianno Coller,

Jodi Asbell-Clarke, Teon Edwards

# data[].attributes.body
22nd July 2015

# data[].attributes.body
Challenging games help students learn: An empirical study on

engagement, flow and immersion in game-based learning

# data[].attributes.body
The study suggests that educational video games can effectively engage students in a learning activity, as demonstrated by heightening levels of engagement (concentration, interest and enjoyment), this may be activated by increasing level of challenges and skill during game play. Computer games have been observed to scaffold learning in ways that keeps players at the edge of their seats fostering continued interest in the game for hours, weeks, and even years.

# data[].attributes.body
The Author want to investigate the relationship between psychological factors of challenges, skills, engagement and immersion and how they could predict learning.

# data[].attributes.body
Respondent
first setting : 134 high school student in 11 classroom
second setting: undergraduate mechanical engineering student

# data[].attributes.body
In my opinion, the author should explain the keyword of the whole research by giving out definition follow by giving out some example from other research to support their own research.

# data[].attributes.body
Gamification can be classified into two main categories which are extrinsic reward-based gamification and meaningful gamification. The extrinsic reward-based gamification can be an excellent motivator because but caters to people’s desires for reward-based gamification satisfactory. The game awakes the interest in the students, creates favorable learning environment and keeps up the motivation to step up the next level, get another award and accomplish a task. It can be modernization of the educational space, aimed at improvement of the attitude of students towards learning, inculcation of healthy lifestyle, formation of budgeting skills and other. The results of this study clearly show that the use of game mechanics (points, badges, and leader board) generated more positive student attitude towards the course. All students in the experimental group strongly agreed or agreed that they found the course motivating. However, only half the participants in the control group found the course motivating. Game mechanics also produced greater student engagement in the discussion forum.

# data[].attributes.body
Based on the researcher, they investigated the impact of flow (operationalized as heightened challenge and skills), engagement and immersion on learning environments. The results show that the engagement in the game has a clear positive effect on learning, however there is no significant effect between immersion in the game. Both game had a positive effect on both being engaged and immersed in the game.

# data[].attributes.body
The primary analytic technique utilized was structural equation modeling (SEM).  SEM provides the possibility to run multivariate, multilevel analysis and thus, permits modeling more complex model than regression analyses.

Model-testing conducted via component-based Partial Least Squares Structural Equation Modeling (PLS-SEM).  PLS-SEM is considered more suitable method for prediction-oriented studies.

Convergent validity was assessed with two metrics, average variance extracted (AVE) and composite reliability(CR). Convergent requirement of validity and realibility for the market.

Common method bias refer to a situation where "variance that is attributable to the measurement method rather than to the construct the measures represent".

# data[].attributes.body
Participants were randomly assigned into experimental group and a control group, yielding a total of 11 person each group. Participant access the learning material such as video lectures.

Designing a good questionnaire.Participants given a  choice to choose different topic and to design the  questionnaire for the topic. Designing actual questionnaires enabled the

participants to apply the concepts they had learned, while online peer discussion allowed students to question and comment on each other’s work.

Badges, points,and a leader board. Participants who accessed the

lecture slides before class were

automatically rewarded with an “

Early Bird” badge. Participants who replied six times in discussion forum will be rewarded with a “Reply Warrior” badge. Participants would win a “ Questionnaire Ace Team” badge if their group won the first place in the course leader board.

The pre-test was implemented in  moodle as a quiz. The total possible scores for the pre-test ranged from 0 to a full mark of 18.

At the end of the course, both groups completed a post-test

to examine how much the

participants had learned in the course.

# data[].attributes.body
The result are the overall quality of group artefacts produced by the participants in the experimental group (M = 7.50) higher than those in the control group (M = 5.75) (Table 7). This finding appears to support several other researchers’ conclusion that game mechanics can help develop practical competencies more than factual knowledge (Dominguez et al., 2013; Ke, 2009).

# data[].attributes.body
Throughout the study we learn that we can translate game mechanic into our daily life such as Badges in-game is our achievement in real life. After reading the research I realize that we can implement most of the game mechanic into our daily life use such as rewarding ourselves after we achieve a part of our life such as completing an assignment and reward ourselves a premium dinner.

# data[].attributes.body
Overall, the study suggests that educational video games can effectively engage students in a learning activity, as demonstrated by heightening levels of engagement (concentration, interest, and enjoyment), and that this may be activated by increasing levels of challenges and skill during game play. The results specifically showed that engagement in the game had a positive effect on learning. Immersion in the game, on the other hand, did not have a significant effect. The perceived challenge of the game affected learning, both directly and via the increased engagement. Challenge was an especially strong predictor of learning outcomes. Perceived skill did not affect learning directly, but it also impacted learning via a significant mediation effect through engagement. The hypothesized model explained a relatively large portion of the variance of the dependent variables. Overall, not only were most of the measured constructs significantly related to each other and engagement in the hypothesized model; but they also appeared to have a great impact on the perceived learning.

# data[].attributes.body
-          Upon studying the journal, we had obtained the knowledge of what is gamification as a whole and how it is applied in terms of game principles and mechanics towards education. It is done through psychological and cognitive-based research. Literature that is done on a game-based learning method is truthfully much more effective in creating a more standardized and fun learning.

# data[].attributes.body
It is a good thing for the teacher to implement this method in their teaching activities. It is implicit towards students because nowadays they are in an era where IT plays an important role as it gives a good understanding on how gaming can make it more interactive and fun for students to learn.

# data[].attributes.body
Journal 1 answered the problem in a more direct and completed way. It listed all the  list of questionnaire compared to data from the gaming part for journal 2. It is a success.

# data[].attributes.body
In article 1, 22 respondent were used while in article 2, 134 high school student and under graduate mechanical engineering student.

# data[].attributes.body
1) In article 1, method that they using badges, point and a leader board made the participant need to access all the work first to get it while article 2 using common method bias where variance that is attributable to the measurement method.

2) Pre-test was implemented in article 1 in the end of the course this can examine how much the participant had learned while article 2 using model - testing via (PLS-SEM) which more suitable for prediction-oriented studies.

3) Designing questionnaire in article 1  enabled the participants to apply the concepts they had learned, while in article 2 the primary analytic technique utilized was structural equation modeling (SEM) the possibility to run multivariate, multilevel analysis.

# data[].attributes.body
The gamification can be improved the quality of students' adoption of educational material and reduce the level of stress while waiting for evaluation of their knowledge and skills at the desk studies and practical lessons on the subject studied by the teacher and students from the training group. With gamification, give the intended effect and create of more effective education system. For example, the gamification also makes them excited when they knew they could win one point for their group if one person got two badges, after that they downloaded the PPT slides long before the class began. During class, they will be more focused on what teacher was teaching so that they have confidence to choose the harder mode in class activity. The badges and points changed their attitude and made them more motivated to learn the topics presented in this course.

# data[].attributes.body
Overall the author did not define Gamification in his introduction, but the author explain their title by giving out research that has been done in the past and explaining how gamification can help people to learn. Overall the author did not clearly define gamification, but stating out previous research is good enough to help reader to understand what is gamification.

# data[].attributes.body
In my opinion, article one is good to students participates in their learning skills, it can improve the quality of students' adoption of educational material. The gamification changed their attitude and made them more motivated to learn the topics presented in this course.
For the article two also gives the good impact on how the students improve their learning skills on a game but I think I am more to the article one that tells us the gamification is the best way how to learn better in the subject.

# data[].attributes.body
Both journals give us an excellent way for the student to learn in games. Most students spend a lot of time to play a game better than study. When student play game they also can learn a lot through the game. Based on journal one and journal two there’s a lot positive impact for students to learn while playing the game. It is also can improve the students' attitude towards learning lifestyle.

# data[].attributes.body
1) (Bunch ball, 2010,)

gamification can be an excellent motivator

because it caters to people’s desires for reward, achievement, and competition

2)Bhattacharyya, N. (2010). Individuality as a negative characteristic in students to carry out teamwork and the challenges for a soft skills trainer to groom management students –A critical review. Asian Journal of Management Research, 11(1), 566–577

3) Bonwell, C. C., & Eison, J. A. (1991).

Active learning: Creating excitement in the classroom

(ASHE-ERIC Higher Education Report No. 1).  Washington, DC:  George Washington Universit

# data[].attributes.body
1.  (Crisp, 2014) game-based learning and gamification contexts specifically, studies predict that learning and gamified curricula will become more and more commonplace as a method to invoke engagement and flow in students

2. (Shernoff, 2013) Engagement and immersion in game-based learning

3. (Fullagar, Knight, & Sovern, 2013) Challenge and skills in game-based learning

4. (Davidson, 2008; Hamari & Koivisto, 2015b) gamification and game-based learning are distinct from entertainment-oriented games

5.  (e.g. Wang & Chen, 2010; Hwang, Wu, & Chen, 2012)literature in the game-based context reflects similar understanding of the phenomenon that the challenge in games may drive a players' sense of flow and

# data[].attributes.body
1.  (Crisp, 2014) game-based learning and gamification contexts specifically, studies predict that learning and gamified curricula will become more and more commonplace as a method to invoke engagement and flow in students

2. (Shernoff, 2013) Engagement and immersion in game-based learning

3. (Fullagar, Knight, & Sovern, 2013) Challenge and skills in game-based learning

4. (Davidson, 2008; Hamari & Koivisto, 2015b) gamification and game-based learning are distinct from entertainment-oriented games(e.g. Wang & Chen, 2010; Hwang, Wu, & Chen, 2012)literature in the game-based context reflects similar understanding of the phenomenon that the challenge in games may drive a players' sense of flow and

# data[].attributes.body
In my opinion literature review artical 1 is the better than artical 2 because artical 1 give the revie