Exploring the Impact of Gamification on Self-Directed Learning: A Study in an Online Learning Environment

Exploring the Impact of Gamification on Self-Directed Learning: A Study in an Online Learning Environment
  IJETT-book-cover           
  
© 2023 by IJETT Journal
Volume-71 Issue-9
Year of Publication : 2023
Author : Abdullahi Ahmed Abdirahma, Abdirahman Osman Hashi, Mohamed Abdirahman Elmi, Ubaid Mohamed Dahir, Octavio Ernesto Romo Rodriguez
DOI : 10.14445/22315381/IJETT-V71I9P212

How to Cite?

Abdullahi Ahmed Abdirahma, Abdirahman Osman Hashi, Mohamed Abdirahman Elmi, Ubaid Mohamed Dahir, Octavio Ernesto Romo Rodriguez, "Exploring the Impact of Gamification on Self-Directed Learning: A Study in an Online Learning Environment," International Journal of Engineering Trends and Technology, vol. 71, no. 9, pp. 129-137, 2023. Crossref, https://doi.org/10.14445/22315381/IJETT-V71I9P212

Abstract
Efforts are ongoing in the field of education to integrate computational thinking skills into learning across different educational levels. The principles of constructivism derived from computational thinking provide guidance for the selection of appropriate learning mediums, such as game-based learning, which has gained popularity in education. Game-based learning strongly supports the development of computational thinking. Therefore, this research paper investigates the impact of a gamification strategy on learners' Self-Directed Learning (SDL) within an online learning environment. The study employed a quantitative research methodology, utilizing surveys and performance tests to collect data from 146 participants. The participants' SDL levels were assessed before and after the introduction of gamification elements, including points and badges, in the learning process of different programming languages. Descriptive statistics and inferential statistics were used to analyze the data, including mean values, standard deviations, and minimum and maximum scores. The Wilcoxon signed-rank test was conducted to assess the significance of the differences in SDL levels. The findings revealed that the learners' SDL levels significantly improved after experiencing the gamified learning environment. The mean values of SDL increased from M=3.52 before the intervention to M=4.63 after the intervention.

Keywords
Computational thinking, Online learning environment, Gamification, Self-regulated learning.

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