DESIGNING CLASSROOM RESPONSE SYSTEMS BASED GAMIFICATION

• Main Author: Natanael, Yosua
• Format: Theses
• Language: Indonesia
• Online Access: https://digilib.itb.ac.id/gdl/view/52188
• Institution: Institut Teknologi Bandung

The conventional teaching and learning process has several weaknesses, one of them is the lack of interaction between students and instructors. Interactions that often occur in the classroom are usually dominated by teachers in one direction in delivering learning material. As a result, students are reluctant to provide feedback when the learning process takes place. In addition, teachers also can not know whether the teaching given can be understood by students or not in timely manner. Though the feedback received as soon as possible through interaction during the teaching and learning process takes place can increase involvement and positive responses from students. Research to assist interaction in the classroom using information and communication technology has been conducted by several researchers. Classroom Response System (CRS) is a learning technology that not only supports face-to-face learning sessions by gathering responses to questions given by teachers in class, but can also be used by students to provide feedback to instructors on the learning process using electronic devices. However, until now, there has been no design for CRS based gamification. This study aims to design and develop a CRS based gamification. The methodology used in this research is Design Research Methodology (DRM) combined with Mechanic, Dynamic, Aesthetic (MDA) for gamification aspects. To determine the effect of using CRS in the classroom, evaluation was carried out on distance learning on basic competencies in the development of atomic structures in the chemistry class of SMAK 7 BPK PENABUR Jakarta. Reaction evaluations show that CRS based gamification can improve motivation, engagement, and learning performance compared to non-gamification CRS. Learning evaluation shows that gamification-based CRS has a learning effectiveness with an n-gain value of 0.61 with a 95% confidence level compared to non-gamification-based CRS (0.48) and conventional distance learning (0.27).