Gamified Chemistry Learning AR Application for 10th Grade Student in Indonesia
Glenn R. R. Purnama1, Seng Hansun2, Marcel B. Kristanda3
1Glenn R.R. Purnama, Informatics Department, Universitas Multimedia Nusantara, Tangerang, Indonesia.
2Seng Hansun, Informatics Department, Universitas Multimedia Nusantara, Tangerang, Indonesia.
3Marcel Bonar Kristanda, Informatics Department, Universitas Multimedia Nusantara, Tangerang, Indonesia.
Manuscript received on 10 March 2019 | Revised Manuscript received on 18 March 2019 | Manuscript published on 30 July 2019 | PP: 6100-6106 | Volume-8 Issue-2, July 2019 | Retrieval Number: B3853078219/2019©BEIESP | DOI: 10.35940/ijrte.B3853.078219
Open Access | Ethics and Policies | Cite | Mendeley | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)
Abstract: One of the main reasons for a students’ lack of interest in learning or studying school’s subjects is the lack of motivational drive. On the other hand, they are more interested in playing (and learning) through digital games. Therefore, in this study, we tried to increase the student’s motivation in learning a school’s subject, i.e., Chemistry, using Augmented Reality (AR) technology combined with Gamification method. In designing and implementing Gamification method into AR application, we used the Player Centered Design framework, with seven game mechanics, i.e., point, leaderboards, levels, challenges, badges, constraints with urgent optimism, and rewards. The application has then been tested to 30 respondents, i.e., 10th-grade students in a private course in the Bandung region, Indonesia. To monitor the user’s motivation, we used the ARCS model of motivational design. Based on the evaluation result, we find that respondents of this study feel attracted to use the gamified AR application in learning Chemistry lesson. Gamification method can motivate learners related to factors in the ARCS model of motivational design and the effectiveness of game mechanics. Findings from this study can inform the teachers, especially the instructional designers, the benefit of applying AR technology combined with Gamification method in increasing student’s motivation in learning a school’s subject.
Index Terms: Augmented Reality, Gamification, Generation Z, Motivation Drive, Player-Centered Design.
Scope of the Article: E-Learning