THE INFLUENCE OF GAMIFICATION ON STUDENT MOTIVATION AND ACADEMIC ACHIEVEMENT: INSIGHTS FROM A PRE-EXPERIMENTAL STUDY
DOI:
https://doi.org/10.55197/qjssh.v5iSI1.578Keywords:
gamification, Quizziz, VAK, learning style, Chinese languageAbstract
Educators continue to explore how to adapt to the needs of he technology and formulate learning curricula that can greatly affect learners' motivation to study among different learners' learning styles. However, there is a lack of research examining the relationship between gamification tools and their impact on academic performance and motivation across various learning styles, particularly in secondary education within international school settings. Therefore, this pre-experimental research aims to explore the learning style and motivation of secondary school students in international schools and the relationship between the integration of gamification tool in the classroom and academic performance. A total of 25 Year 7 secondary school students from the Mandarin Advance class of an international school in Johor Bahru were recruited to participate in this study. All of them were given the links to Google Forms to access the questionnaire, which included demographical questions, VAK Learning Styles, Motivation (ARCS) and Quizizz Preference Questionnaire. Wilcoxon and Kruskal-Wallis tests were applied to investigate the differences between the variables. The results revealed significant differences between students' academic performance and motivation element (Satisfaction) after using Quizizz. However, there is no significant difference in academic performance and motivation among different learning styles after using Quizizz. Research also found no relationship between motivation level and academic performance among different students' learning styles. However, students believe that Quizizz is very interesting and useful in learning, so schools and teachers can better use Quizizz to guide students in the classroom by understanding students' learning methods, thereby improving students' motivation to learn. Future researchers will be able to refer to the limitations and recommendations if they conduct similar research.
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