(1538) THE RELATIONSHIP BETWEEN PLAYER MOTIVATION AND GAMIFICATION ELEMENTS IN LEARNING SCIENCE AMONG SECONDARY SCHOOL STUDENTS IN MALAYSIA

摘要

Games and technology have become the norm in the daily life of the current generation. Accessibilityto the technology of games has become easier in comparison those days where one has to own eithera console or computers to get access to the games. Recent innovation such as apps, allow games tobe played on smartphones, anywhere and anytime. Thus with the re-emergence of games into our lifethus has opened up a new window of opportunity and exploration in the field of game based learningand more recently gamification. As gamification only requires the use of game elements as opposed toa whole game, harnessing it as an educational technology tool can have vast remunerations. Basedon prior researches it is crucial to identify the needs of the users over the organization as it isimportant in creating a meaningful gamification. This can be done by identifying the correct gameprinciple that suits the users whereas in this research the use of player motivation has beenhighlighted as a key game principle. This research will look at how certain Player Motivation types willhave effect on the gamification elements that is introduced using the gamified platform of learning. Amixed mode method research design was carried out at a secondary School in Johor, Malaysia. Atotal of 28 students completed the research which was carried out for the duration of 4 weeks. Thefindings showed that majority of the students' Player Motivation levels pre and post gamifiedintervention was in the Immersion category and pre intervention;;the students had a high preferencetowards points and leader boards';;and post intervention the students had a high preference towardsleader boards' and badges. Based on the findings, the students were enthusiastic in learning using adifferent method, especially when it came to e-learning system. The ease of access to technology andbackground knowledge in using tech tools such as computer and smart devices also may havecontributed to a high level of immersion player motivation among them. Throughout the learningprocess using the gamified platform, game elements were first looked at in the traditional sense ofvideo games before the students eventually understood its contrasting role when it came to learningusing the gamified platform.