THE POTENCY OF IMPLEMENTING GAMIFICATION PRINCIPLES TO ADRESS

GROUP PARTICIPATION ISSUES IN PESONALITY DEVELOPMENT SUBJECT TO

SENIOR HIGH SCHOOL CLASSROOM

An Action Research Paper

Presented to the Schools Division Office- Pasay

Mary Grace Tadena Dela Cruz

 ABSTRACT

This study seeks to explore the potency of implementing Gamification principles to

address group participation issues in Personality Development Subject to Senior High School
Classrooms. To accomplish the purpose of the study, the researcher used the descriptive method
of research. Best and Kaahn (2000) defined quantitative descriptive research as a method that
describes measures, analyzes and interprets conditions that exists.

Using convenient sampling, 40 students from Grade 11 Sylianco undertaking Personality

Development will be the subject for the research.

To accomplish the said study the researcher first identified the dominant approach used in
Group task in Personality Development teaching for Senior High students narrowing in down to
Grade 11. After determining the dominant teaching approach used in Personality Development
Subject, the researcher then explored various books, theses and electronic reference that were
useful for the development of the study. The researcher then selected teachers who are teaching
Personality Development to answer interview questions. The interview is meant to confirm and
complement information gathered from the observation of the researcher from the class. The
informal interview allowed the researchers to clarify some of the suggestions that were
ambiguous. Finally the researcher gathered all the data sought by the interview and observation
and apply various statistical treatments to draw conclusions for the study.

Based on the study following conclusions were drawn. Gamification principles did have a
positive effect on the attitudes of the students regarding coming to class and participating in
class. It was also determined that these principles had a greater impact on a Senior High school
classroom and that for Gamification to work, there needs to be a more thorough implementation
of the principles which requires more commitment from the teacher.
 THE PROBLEM AND ITS SETTING

Introduction

It is imperative to understand that the learners of today are different from their
predecessors, as Shrum & Levin, (2009) point out that today's students are tuning out when
teachers stand and deliver lectures-unless they are incredibly animated speakers and compelling
storytellers. Today's students are not reading their textbooks, but they will read multiple Web
pages to learn something interesting."

21st century learners of today rely heavily on motivation and stimulation that normal class
room teaching cannot supply. “The reliance to motivation and stimulation seemed to double
every time that the students will undergo group work” (Levin 2009)

One aspect that provides learners of today motivation and stimulation is with the use of
video games. Kickmeier (2016) argues that learners of today get a level of satisfaction and
stimulation every time that they engage themselves in game like environments.

Growing evidence indicates that games allow students to focus well enough to learn
better. The Oct. 2010 issue of Training + Development magazine (American Society of Trainers
and Developers) cites results of a University of Colorado study showing that using games to train
adults in the workplace resulted in higher factual and skill-based knowledge levels and higher
retention levels than programs that did not incorporate games.

Not surprisingly, the Internet has had a significant effect on the way 21st-century college
students think and learn; they are used to thinking on multiple tracks at once, but have little
patience with linear reasoning or delayed gratification. Using games (not necessarily video
games) for teaching is one way to shift to a more appropriate learning format for the digital
generation. If learning is more engaging, students will be more motivated. In addition,
competition and teamwork are motivating for students, and quick and specific feedback enables
students to figure out the right way to succeed.

Games work as a teaching tool because bad consequences are rarely serious or lasting.
Often, it's possible for students to recover within a game, and use what they have learned to
successfully complete a task. Because games are not graded, they allow students to assess their
knowledge for themselves and give them a chance to see where they are having trouble before
they engage in graded activities like papers or tests.

Video games are not a new development, by any stretch of the imagination. The first
commercial arcade game was released in the early 1970s and ever since then video games have
been ever present in society. They have even become incorporated into the educational system.
Video games have been present in schools since the 1980s. Games such as Book worm Deluxe,
Oregon Trail, Reader Rabbit, and Math Blasters were staples of classroom teaching. Games like
these taught the fundamentals in an engaging way while at the same time, showing that learning
can be a fun and enjoyable experience. While these were a great use at the time, they soon faded
into the background.

The purpose of this study is to explore the potency of applying game like elements to
foster participation in class room to address group participation issues in Personality
Development Subject to Senior High School Classrooms.

A new approach to teaching called Gamification will be applied in the class room setting.
Gamification is defined by Gartner (2014) as the use of game mechanics and experience design
to digitally engage and motivate people to achieve their goals”.

Orwel (2016) further exemplifies the idea of gamification by pointing out that “is the use
of the structure of games, i.e. rules, objectives, challenges, problems, solutions, results, point
system, that can be implemented into a lesson and transform the learning experience from a
passive and boring to active and engaging. To put it simply, gamification is applying principles
found in gaming into a non-gaming context. These would include principles such as gaining XP
(experience points) through completing missions and side missions (assignments and tests),
“gaining new abilities” (group activities), earning badges, and the use of “special abilities”
(homework passes or receiving a free answer on a test).

Research questions:

This study seeks to explore the potency of implementing Gamification principles to address
group participation issues in Personality Development Subject to Senior High School
Classrooms. Specifically the study aims to answer the following:

1. “Do incorporating Gamification principles influence students in Senior High School

Class in terms of group work?

2. What impact does Gamification have on a student’s Participation towards Personality

Development Class?

3. How has Gamification modified my teaching habits?

 METHODOLOGY

To accomplish the purpose of the study, the researcher used the descriptive method of
research. Best and Kaahn (2000) defined quantitative descriptive research as a method that
describes measures, analyzes and interprets conditions that exists.

Using convenient sampling, 40 students from Grade 11 Sylianco undertaking Personality

Development will be the subject for the research and thus will be subjected to the treatment
process while the other class will used a conventional way of group instruction.

The implementation of the gaming principles covered an entire quarter of the school year
which, in the past, has usually averaged about three to four chapters per class. This allowed the
students full exposure to Gamification.

This research project was done in conjunction with an online gamified tracking platform
personally created by the teacher called “Etherion”. This platform allows the players (students)
to create an avatar that they can then use to obtain experience points (XP), utilize powers using
their avatar’s action points (AP), and obtain gold pieces (GP) which can then be used to purchase
new accessories for their avatar or powers. Players could also fall in battle if their health points
(HP) dropped to zero. For example, if a student failed to turn in an assignment on time, he/she
would lose health points depending on how many days the assignment was late (up to 10 HP). If
he/she failed to turn in the assignment at all, he/she would lose 20 HP and fall in battle (die).
This platform also allowed me as a teacher to take content from some of my lessons and apply
the gaming principles mentioned above to it.

As the class progressed through a chapter or unit, players were given various tasks to
obtain XP. These tasks include coming to class prepared, participating in class by answering
questions or partaking in random events, turning in assignments early or on time, and completing
“side quests.” Players could also receive XP based on the grade they obtained on an assignment
or a test. As players garnered more and more XP, their avatar increased in level, which resulted
in the availability of higher level powers and accessories.

Gold pieces (GP) could also be obtained through several different ways. If a player came
to class ready and before the bell rings or handed in an assignment a day early, they would
receive a set number of gold pieces. These pieces could then be used to “purchase” new
accessories for their avatars or obtain pets that they can then train to gain more gold pieces.

As the players progressed through a chapter or unit, they would inevitably run into some
pitfalls. These included turning in assignments late or not at all, handing in assignments that
were incomplete, or misbehaving in lab. This resulted in the player’s avatar losing health points
(HP) which served basically as the player’s health. If their health fell to zero, the player would
fall in battle and must perform a random sentence to resume the game. These included anything
from copying a section of text to bringing a treat for the class.
 A student’s performance on group works, with attendance records and anecdotal records
were used to show any impact that the implementation of Gamification principles had on a
student’s performance. By examining students’ performance who undergone the treatment
process in comparison to the other section who have undergone the normal treatment, a
comparison was made on the effect of Gamification. Because of this development in the
treatment process, The researcher compared the group grade for all students that were involved
in the treatment. The following figures show a comparison of the group performance grade from
the treated section to other section in which the treatment was not used.

Grade 11 Participation Grade