Challenges and Gender Differences in Implementing Gamification Approach Among Vocational College Lecturers in Malaysia

Bibliographic Data

ID19357997
AuthorsMarlissa Omar (0000-0002-6977-0746, National University of Malaysia), Dayana Farzeeha Ali (0000-0002-7630-2633, University of Technology Malaysia), Fathiyah Mohd Kamaruzaman (0000-0003-3199-4573, National University of Malaysia)
Year2023
Volume8
Issue2
Pages123-140
Publication date2023-06-30
Open AccessYes
TypeARTICLE
VenueJournal of Nusantara Studies (JONUS) (JOURNAL)
Journal identifiersISSN: 0127-9386 • E-ISSN: 0127-9319
PublisherSCI AND TECH UNIVERSAL INC (PUBLISHER)
DOI10.24200/jonus.vol8iss2pp123-140
OpenAlexW4384208244
LanguageEN
Citations received1
References cited6

Background and Purpose: Gamification is a teaching and learning approach that is gaining popularity among teachers as a way to make classroom learning more enjoyable and engaging with the use of rewards to celebrate accomplishments. With the rise of online learning in Malaysian educational institutions, gamification is viewed as an interactive method of teaching and learning. Due to the fact that limited studies have been conducted to investigate the challenges in implementing gamification approaches among vocational instructors, it is the aim of this paper; therefore, to examine the challenges. Methodology: This study employed a quantitative research method. The respondents include 55 vocational lecturers from several vocational colleges in Malaysia. A set of questionnaires was used to examine the challenges faced by the lecturers in the implementation of gamification at their institutions. Four constructs were used to differentiate the differences of the challenges, which include support, access, competency, and applicability. Data collected from this study were analyzed using descriptive statistics (mean score and standard deviation) and inferential statistics (independent sample t-test) to identify the differences between gender. Findings: The findings of this study indicated that the majority of vocational lecturers have moderate challenges when implementing gamification approaches in their teaching and learning based on the findings related to the constructs. In addition, it was found that there were no significant gender differences in terms of the difficulties associated with implementing gamification approaches. This study also showed that most vocational lecturers have the potential to apply gamification in their teaching based on their high competencies with adequate support and enough access given to them. Contributions: The findings of the study can contribute to vocational lecturers to promote gamification approach during the learning process to increase students’ motivation. Keywords: Gamification, gender, challenges, approach, vocational. Cite as: Marlissa, O., Dayana Farzeeha, A., & Fathiyah, M. K. (2023). Challenges and gender differences in implementing gamification approach among vocational college lecturers in Malaysia. Journal of Nusantara Studies, 8(2), 123-140. http://dx.doi.org/10.24200/jonus.vol8iss2pp123-140

Descriptive statistics · Mathematics education · Medical education · Pedagogy · Popularity · Sample (material) · Set (abstract data type) · Statistics · Test (biology) · Vocational education · Blockchain Technology in Education and Learning · Computer Science · Educational Games and Gamification · Mathematics · Psychology · Social Psychology · Technology-Enhanced Education Studies

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