Assessing learning outcomes and self-directed learning through gamification in LMS
Bibliographic Data
| ID | 22204262 |
|---|---|
| Authors | Handy Ferdiansyah (State University of Malang), Muhammad Farhan Rafi (State University of Malang), Ardansyah Panji Utama (State University of Malang), Tika Aprilia (State University of Malang), Joko Slamet (0000-0002-8676-8525, State University of Malang, corresponding author) |
| Year | 2025 |
| Volume | 12 |
| Pages | 101696 |
| Publication date | 2025-01-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Sciences & Humanities Open (JOURNAL) |
| Journal identifiers | ISSN: 2590-2911 • E-ISSN: 2590-2911 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.ssaho.2025.101696 |
| OpenAlex | W4411711724 |
| Language | EN |
| References cited | 32 |
Despite the growing adoption of gamified learning, the existing body of knowledge in this area remains limited, highlighting the need for deeper exploration of its effectiveness. This study addresses the challenges in utilizing gamification-based courses within Learning Management Systems (LMS) to enhance learning outcomes and foster self-directed learning (SDL) among Islamic undergraduate students, particularly in the context of Islamic education. This study employed a pre-experimental, single-group pre- and post-test design involving 35 Islamic undergraduate students from Universitas Muhammadiyah Sidenreng Rappang. Data collection included pre- and post-test assessments to measure changes in learning outcomes, an SDL questionnaire based on the Garrison model to evaluate SDL behaviors, and semi-structured interviews with six selected students to gain deeper insights into their experiences with the gamified LMS intervention. Findings revealed significant improvements in student engagement and motivation, positively impacting learning outcomes and SDL behaviors, particularly in self-management and self-motivation. However, challenges such as technical difficulties and external distractions were identified as barriers to effective implementation, potentially limiting the long-term success of gamification in Islamic education. This study underscores the importance of integrating gamification into LMS to enhance SDL and academic performance but also calls for continuous refinement and tailored interventions to overcome the identified challenges. To fully leverage gamification's potential, addressing these obstacles is crucial for fostering more effective learning experiences in Islamic educational settings
Autodidacticism · Mathematics education · Computer Science · Educational Games and Gamification · Innovative Teaching and Learning Methods · Psychology · Technology-Enhanced Education Studies
Single group, pre- and post-test research designs
Self-Directed Learning
A needs analysis for designing a gamification-based Mooc in English for specific purposes
Assessing gamification-based LMS for EFL students
Applying the Rasch Model to Evaluate the Self-Directed Online Learning Scale (SDOLS) for Graduate Students
Assuring the quality of online learning in higher education
Incorporating meaningful gamification in a blended learning research methods class
Students' preference for the use of gamification in virtual learning environments
The "What" and "Why" of Goal Pursuits
| Citation velocity | historical |
|---|---|
| Highly cited | No |