By incorporating features such as leaderboard, rewards and points, gamification fosters a more engaging, interactive, and motivating learning environment.

It enhances student participation by making learning fun and dynamic, allowing learners to actively engage with content rather than passively absorb information.

Gamification also helps to reduce anxiety of failure as learners can retry tasks hence promoting resilience and a growth mindset.

Why: engage students, more student-oriented (independent) learning, encourage competitiveness

Who: anyone

Where: physical + online

When: no fixed junctions

How: with intention, supplement LOs

2) As an alternative pedagogical approach, it is somewhat more familiar to the new generation of learners.

3) both teachers and students

4) online and recommendation from peers

5) it as to be free and easy and based on teacher and student readiness

What is gamification?

Why gamification?

Who should experience gamification?

Where to find gamification tools?

When to integrate gamification in T&L?

How to integrate gamification in T&L?

Refine the approaches

Refine the approaches

Consolidate Learning

Class Run: 2 online synchronous sessions via Zoom

(a) Wed, 26/2 2.30-5.30 p.m.

(b) Wed, 2/4 2.30-5.30 p.m.

How to incorporate SDL principles in the Virtual Escape Room?

Activity: Game Show Quiz

Element: Leaderboard

Tool: WordWall

Intent: Revisit LOs- Transport in Human

Target: A7 Science Biology

Implemented: Friday, 4 July

How it Works: A multiple-choice quiz with time pressure, lifelines and a bonus round.

Review: All students participated actively in the quiz, showing 100% engagement throughout. Students found the quiz to be effective in helping them recall and reinforce learned concepts.

Limitations: Level of difficulty is low-average as Quiz does not have features to include diagrams/table.

Activity: Virtual Escape Room

Tool: Google Form

Intent: Revisit LOs- Algebra

Target: 1M1A- O3, O4

Implemented: Mon, 14/7

Review:

1. All except 1 student brought PLD.

2. Lesson was completed in 1 period as planned.

3. All questions answered but some students needed help to break down the question requirement especially in identifying number pattern.

4. Students' feedback: + fun/interactive

   - don't understand the language

Activity: Virtual Escape Room

Element: Visually obtaining Bob (the soft toy)

Tool: Genially

Intent: Correct common grammar errors in WA2

Target: 2E3C G3 English

Implemented: Tuesday, 27 May

How it Works: A virtual escape room where the students search around a school for Bob, a missing student. Students need to answer grammar questions to obtain clues on Bob's whereabouts.

Review: All students were engaged in the quiz but the GIFs were not loading on their PLD screens. Students found the game to be engaging but some mechanics need tweaking (i.e. the editing question exceeded the screen, and it was difficult to toggle between questions and answers)

Limitations: Time-consuming to design it. May not be effective in testing for grammar knowledge. Considering to explore this for comprehension instead especially visual text.

• Bai, S, Hew, K F, & Huang, B. (2020). Is gamification “bullshit”? Evidence from a meta-analysis and synthesis of qualitative data in educational contexts. Educational Research Review, 100322.

• Hanus, M D, & Fox, J (2015). Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance. Computers & Education, 80, 152–161.

• Kwon, H Y, & Ozpolat, K. (2020). The dark side of narrow gamification: Negative impact of assessment gamification on student perceptions and content knowledge. INFORMS Transactions on Education.

• Lo, C K, & Hew, K F (2020). A comparison of flipped learning with gamification, traditional learning,

  and online independent study: The effects on students’ mathematics achievement and cognitive engagement. Interactive Learning Environments, 28(4), 464–481.

• Seaborn, K, & Fels, D I (2015). Gamification in theory and action: A survey. International Journal of Human-Computer Studies, 74, 14–31.

• Shi, L, & Cristea, A I (2016). Motivational gamification strategies rooted in self-determination theory for social adaptive e-learning. In A Micarelli, J Stamper, & K Panourgia (Eds.) Intelligent tutoring systems (pp. 294–300). Cham: Springer International Publishing.

  
  

• Zainuddin, Z, Shujahat, M, Haruna, H, & Chu, S K W (2020). The role of gamified e-quizzes on student learning and engagement: An interactive gamification solution for a formative assessment system. Computers & Education, 145, 103729.