Effect of Gamification on Learner's Class Participation Motivation and PUBLIC VALUE
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Purpose: The researcher tried to give fun and interest to class activities for learners who are familiar with the game environment. And I tried to actively utilize Gamification, which can help achieve educationally meaningful goals, in class education. A lot of research is needed so that learners can learn the learning elements that feel bor-ing and difficult by applying the gamification element to education more fun and easily by themselves. So, The researcher applied edutech tools related to gamification to the beauty curriculum, and studied the effect of gami-fication on class participation motivation. Method: During the beauty and health class in the first semester of 2021, The researcher conducted an interac-tive class using a quiz-type gamification edutech tool such as Kahoot in subjects like wedding makeup, beauty hygiene laws, total coordination, and beauty English etc. In the 15th week of the final exam period, The research-er used a Google questionnaire to investigate the students' responses to class activities during the first semester. In the first semester of 2021, The researcher conducted a survey of 100 people in the 1st–4th grades of the De-partment of Beauty and Health as research subjects. Results: More than 90% of the students who participated in the survey were women, and 88.5% of students in their 20s were surveyed. As a result of the survey, it was found that the students' concentration aspect, learning experience, learning goal achievement, and lecture satisfaction were somewhat higher in the game class activities using the gamification tool. Most of the students responded positively to using gamification tools in class. Conclusion: ‘There were also opinions that the accessibility of the gamification app was somewhat difficult and difficult for students who experienced it for the first time. During subject orientation, and when students expe-rience difficulties from time to time, prior guidance and steady guidance on how to approach the gamification app should be combined. In a future study, The researcher would like to study more deeply in which parts of the gamification tool the students are most interested in.
Abstract
Purpose: The researcher tried to give fun and interest to class activities for learners who are familiar with the game environment. And I tried to actively utilize Gamification, which can help achieve educationally meaningful goals, in class education. A lot of research is needed so that learners can learn the learning elements that feel bor-ing and difficult by applying the gamification element to education more fun and easily by themselves. So, The researcher applied edutech tools related to gamification to the beauty curriculum, and studied the effect of gami-fication on class participation motivation. Method: During the beauty and health class in the first semester of 2021, The researcher conducted an interac-tive class using a quiz-type gamification edutech tool such as Kahoot in subjects like wedding makeup, beauty hygiene laws, total coordination, and beauty English etc. In the 15th week of the final exam period, The research-er used a Google questionnaire to investigate the students' responses to class activities during the first semester. In the first semester of 2021, The researcher conducted a survey of 100 people in the 1st–4th grades of the De-partment of Beauty and Health as research subjects. Results: More than 90% of the students who participated in the survey were women, and 88.5% of students in their 20s were surveyed. As a result of the survey, it was found that the students' concentration aspect, learning experience, learning goal achievement, and lecture satisfaction were somewhat higher in the game class activities using the gamification tool. Most of the students responded positively to using gamification tools in class. Conclusion: ‘There were also opinions that the accessibility of the gamification app was somewhat difficult and difficult for students who experienced it for the first time. During subject orientation, and when students expe-rience difficulties from time to time, prior guidance and steady guidance on how to approach the gamification app should be combined. In a future study, The researcher would like to study more deeply in which parts of the gamification tool the students are most interested in.
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