Vol. 13 No. 79 (2024)
Articles

Gamification and student engagement in higher education: The moderating role of concentration

PDF HTML EPUB
  • Ahmed Freeh Allehaidan,
  • Wan Mohd Nazmee Wan Zainon
Ahmed Freeh Allehaidan
University of Ha'il Saudi Arabia, Saudi Arabia.
Bio
Wan Mohd Nazmee Wan Zainon
Universiti Sains Malaysia, Malaysia.
Bio
DOI: https://doi.org/10.34069/AI/2024.79.07.5

Published 2024-07-30

Keywords

  • Gamification, Student Engagement (SE), Student Concentration, Learning and educational contexts.

How to Cite

Allehaidan, A. F., & Wan Zainon, W. M. N. (2024). Gamification and student engagement in higher education: The moderating role of concentration. Amazonia Investiga, 13(79), 57–70. https://doi.org/10.34069/AI/2024.79.07.5

Copyright (c) 2024 Ahmed Freeh Allehaidan, Wan Mohd Nazmee Wan Zainon

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Abstract

Gamification in the teaching and education system is an innovative approach incorporating game elements into educational activities to enhance student engagement, motivation, and learning outcomes. Thus, this study investigates the relationship between attitude towards using gamification and student engagement (skill engagement and participation engagement) while exploring the moderating role of student concentration in this relationship. The 306 data were collected from the students in the Saudi public university to verify these proposed hypotheses. The findings indicate employing Structural Equation Modeling (SEM) via Partial Least Squares (PLS). The research framework evaluated the impact of attitude towards gamification on student engagement. Results revealed a significant positive relationship between attitude towards using gamification and student engagement, which is more noticeable when student concentration is high than when it is low. This study contributes to understanding the dynamics between gamification, student attitudes, concentration levels, and engagement within educational contexts.

PDF HTML EPUB

Downloads

Download data is not yet available.

References

  1. Ab Rahman, R. A., Ahmad, S., & Hashim, U. R. (2018). The effectiveness of gamification technique for higher education students’ engagement in polytechnic Muadzam Shah Pahang, Malaysia. International Journal of Educational Technology in Higher Education, 15(1), 1-16.
  2. Ab Rahman, R., Ahmad, S., & Hashim, U. R. (2019). A study on gamification for higher education students’ engagement towards education 4.0. In Intelligent and Interactive Computing (pp. 491-502). Singapore: Springer.
  3. Aboramadan, M., Barbar, J., Alhabil, W., & Al Halbusi, H. (2023). Green servant leadership and green voice behavior in Qatari higher education: does climate for green initiative matter? International Journal of Sustainability in Higher Education, 25(3), 539-555. https://doi.org/10.1108/ijshe-03-2023-0112
  4. Alabbasi, D. (2017). Exploring graduate students' perspectives towards using gamification techniques in online learning. Turkish Online Journal of Distance Education, 18(3), 180-196.
  5. Alzate, L. A., & Gaitán Martínez, Y. M. (2024). Impacto de las TIC en la enseñanza y aprendizaje en estudiantes inclusivos del programa de Licenciatura en Informática. Revista Científica Del Amazonas, 7(13), 20-29. https://doi.org/10.34069/RA/2024.13.03
  6. Bilro, R. G., Loureiro, S. M. C., & Angelino, F. J. D. A. (2021). The role of creative communications and gamification in student engagement in higher education: A sentiment analysis approach. Journal of Creative Communications, 17(1), 7-21.
  7. Bouchrika, I., Harrati, N., Wanick, V., & Wills, G. (2021). Exploring the impact of gamification on student engagement and involvement with e-learning systems. Interactive Learning Environments, 29(8), 1244-1257.
  8. Chen, F., Li, S., Lin, L., & Huang, X. (2024). Identifying temporal changes in student engagement in social annotation during online collaborative reading. Education and Information Technologies, 1-24.
  9. Csikszentmihalyi, M. (1990). Flow: The psychology of Optimal Experience (Vol. 1990). New York: Harper & Row.
  10. Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information technology. MIS Quarterly, pp. 319-340.
  11. Davis, K., Sridharan, H., Koepke, L., Singh, S., & Boiko, R. (2018). Learning and engagement in a gamified course: Investigating the effects of student characteristics. Journal of Computer Assisted Learning, 34(5), 492-503.
  12. Dawson, J. F. (2014). Moderation in management research: What, why, when, and how. Journal of Business and Psychology, 29(1), 1-19.
  13. Deng, R., & Gao, Y. (2023). A review of eye tracking research on video-based learning. Education and Information Technologies, 28(6), 7671-7702.
  14. Fathema, N., Shannon, D., & Ross, M. (2015). Expanding the Technology Acceptance Model (TAM) to examine faculty use of Learning Management Systems (LMSs) in higher education institutions. Journal of Online Learning & Teaching, 11(2).
  15. Flanigan, A. E., & Babchuk, W. A. (2022). Digital distraction in the classroom: exploring instructor perceptions and reactions. Teaching in Higher Education, 27(3), 352-370.
  16. Hair, Jr, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2017). Advanced issues in partial Least Squares Structural Equation Modeling. Sage Publications.
  17. Hair, J. F., Sarstedt, M., & Ringle, C. M. (2019). Rethinking some of the rethinking of partial least squares. European Journal of Marketing, 53(4), 566-584.
  18. Hamari, J., & Koivisto, J. (2014). Measuring flow in gamification: Dispositional flow scale-2. Computers in Human Behavior, 40, 133-143.
  19. Handelsman, M. M., Briggs, W. L., Sullivan, N., & Towler, A. (2005). A measure of college student course engagement. The Journal of Educational Research, 98(3), 184-192.
  20. 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.
  21. Henseler, J., Ringle, C. M., & Sarstedt, M. (2015). A new criterion for assessing discriminant validity in variance-based structural equation modelling. Journal of the Academy of Marketing Science, 43(1), 115-135.
  22. Hu, M., Li, H., Deng, W., & Guan, H. (2016). Student engagement: one of the necessary conditions for online learning. In 2016 International Conference on Educational Innovation through Technology (EITT) (pp. 122-126). IEEE.
  23. Huber, S. E., Cortez, R., Kiili, K., Lindstedt, A., & Ninaus, M. (2023). Game elements enhance engagement and mitigate attrition in online learning tasks. Computers in Human Behavior, 149, 107948.
  24. Hulland, J., Baumgartner, H., & Smith, K. M. (2018). Marketing survey research best practices: evidence and recommendations from a review of JAMS articles. Journal of the Academy of Marketing Science, 46(1), 92-108.
  25. Janković, A., Maričić, M., & Cvjetićanin, S. (2023). Comparing science success of primary school students in the gamified learning environment via Kahoot and Quizizz. Journal of Computers in Education, 11(2), 471-494.
  26. Johnson, D., & Wiles, J. (2003). Effective affective user interface design in games. Ergonomics, 46(13-14), 1332-1345.
  27. Kock, N. (2015). Common method bias in PLS-SEM: A full collinearity assessment approach. International Journal of e-Collaboration (ijec), 11(4), 1-10.
  28. Kock, N., & Lynn, G. (2012). Lateral collinearity and misleading results in variance-based SEM: An illustration and recommendations. Journal of the Association for Information Systems, 13(7). http://doi.org/10.17705/1jais.00302
  29. Lai, C. L., & Hwang, G. J. (2023). Strategies for enhancing self-regulation in e-learning: a review of selected journal publications from 2010 to 2020. Interactive learning environments, 31(6), 3757-3779.
  30. Lampropoulos, G., Keramopoulos, E., Diamantaras, K., & Evangelidis, G. (2023). Integrating Augmented Reality, Gamification, and Serious Games in Computer Science Education. Education Sciences, 13(6), 618.
  31. Lazzaro, N., & Keeker, K. (2004). What is my method? A game show on games. In CHI'04 Extended Abstracts on Human Factors in Computing Systems (pp. 1093-1094).
  32. Lin, L., Dong, Y., Chen, X., Shadiev, R., Ma, Y., & Zhang, H. (2024). Exploring the impact of design thinking in information technology education: An empirical investigation. Thinking Skills and Creativity, 51, 101450.
  33. Martins, J., Rosário, P., Cunha, J., Núñez, J. C., Vallejo, G., & Moreira, T. (2024). How to help students in their transition to middle school? Effectiveness of a school-based group mentoring program promoting students’ engagement, self-regulation, and goal setting. Contemporary Educational Psychology, 76, 102230.
  34. Marx, A. A., Simonsen, J. C., & Kitchel, T. (2016). Undergraduate Student Course Engagement and the Influence of Student, Contextual, and Teacher Variables. Journal of Agricultural Education, 57(1), 212-228.
  35. Memon, M. A., Ting, H., Ramayah, T., Chuah, F., & Cheah, J. H. (2017). A review of the methodological misconceptions and guidelines related to applying structural equation modelling: A Malaysian scenario. Journal of Applied Structural Equation Modeling, 1(1), 1-13.
  36. Mohd, I. H., Hussein, N., Aluwi, A. H., & Omar, M. K. (2016). Enhancing student engagement through blended learning satisfaction and lecturer support. In 2016 IEEE 8th International Conference on Engineering Education (ICEED) (pp. 175-180). IEEE.
  37. Ng, D. T., Ng, E. H., & Chu, S. K. (2022). Engaging students in creative music making with musical instrument application in an online flipped classroom. Education and information Technologies, 27(1), 45-64.
  38. Nkomo, L. M., Daniel, B. K., & Butson, R. J. (2021). Synthesis of student engagement with digital technologies: a systematic review of the literature. International Journal of Educational Technology in Higher Education, 18, 1-26.
  39. Pardim, V. I., Contreras Pinochet, L. H., Viana, A. B. N., & Souza, C. A. D. (2023). Where is the student who was here? Gamification as a strategy to engage students. The International Journal of Information and Learning Technology, 40(2), 177-192.
  40. Pérez-Juárez, M. Á., González-Ortega, D., & Aguiar-Pérez, J. M. (2023). Digital Distractions from the Point of View of Higher Education Students. Sustainability, 15(7), 6044.
  41. Pitoyo, M. D. (2019). Gamification-based assessment: A test anxiety reduction through game elements in the Quizizz platform. IJER (Indonesian Journal of Educational Research), 4(1), 22-32.
  42. Podsakoff, P. M., MacKenzie, S. B., & Podsakoff, N. P. (2012). Sources of method bias in social science research and recommendations on how to control it. Annual review of psychology, 63(1), 539-569.
  43. Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioural research: a critical review of the literature and recommended remedies. Journal of applied psychology, 88(5), 879.
  44. Schnitzler, K., Holzberger, D., & Seidel, T. (2021). All better than being disengaged: Student engagement patterns and their relations to academic self-concept and achievement. European Journal of Psychology of Education, 36(3), 627-652.
  45. Taşkın, N., & Kılıç Çakmak, E. (2023). Effects of gamification on behavioral and cognitive engagement of students in the online learning environment. International Journal of Human–Computer Interaction, 39(17), 3334-3345.
  46. Thongmak, M. (2018). Raising students' cognitive engagement intention in a preliminary course using gamification. In International Conference on Research and Practical Issues of Enterprise Information Systems (pp. 81-95). Springer, Cham.
  47. Tikhonov, P., Levchuk, A., Trufanov, A., Efimtsev, A., & Zubkov, M. (2024). Addiction-like alterations of brain activity in recreational video gamers detected via the cue-reactivity fMRI experiment. Computers in Human Behavior, 152, 108052.
  48. Uz Bilgin, C., & Gul, A. (2020). Investigating the effectiveness of gamification on group cohesion, attitude, and academic achievement in collaborative learning environments. TechTrends, 64(1), 124-136.
  49. Wong, Z. Y., & Liem, G. A. D. (2022). Student engagement: Current state of the construct, conceptual refinement, and future research directions. Educational Psychology Review, 34(1), 107-138.
  50. Yang, F. C. O., Lai, H. M., & Wang, Y. W. (2023). Effect of augmented reality-based virtual educational robotics on programming students’ enjoyment of learning, computational thinking skills, and academic achievement. Computers & Education, 195, 104721.
  51. Yin, D., & Luo, L. (2024). The influence of perceived teacher support on online English learning engagement among Chinese university students: a cross-sectional study on the mediating effects of self-regulation. Frontiers in Psychology, 15, 1246958.