| dc.description.abstract | Online learning and the use of technology in the educational environment is getting full attention throughout educational institutions. The availability of using online learning nowadays has brought a vast opportunity for teachers, alongside with students, to explore various learning styles in facing rapid online learning. However, several issues have been existed, such as the learning assessment through online.
The purpose of this study was to empirically analyze the comparison between two gamified-assessments, whether significantly affect higher education students in their Small Private Online Course (SPOC) platform. The practical analysis includes students′ intrinsic motivation and self-efficacy. Additionally, students′ educational major background and their learning hours per week were also employed to be independent variables.
The study was initially launched to learn the Indonesian language for higher education students in Taiwan through SPOC. The study was commenced by designing and developing two gamified-assessments and heuristically evaluated by BIPA (Bahasa Indonesia bagi Penutur Asing) or Indonesian language teachers, Indonesian language for foreign speakers, around the world. The phase then proceeded into the system launched in SPOC.
The design of the study was conducted into quantitative and qualitative (mixed-method). Gamified-assessment in SPOC becomes a center of study where students’ intrinsic motivation and self-efficacy were investigated to determine whether the use of GA is significant or not. The study was conducted in two different classes in a private university in Taiwan. One class for Teaching Chinese as Second Language (TCSL) students, and another class for non-TCSL students. In the beginning, students’ Indonesian language proficiency were detected by conducting pretest. Its result was used to find the differences among variables by employing Mann-Whitney U-test.
On the other hand, a Spearman’s correlation was executed to seek coefficients between dependent and independent variables. The students were then grouped into two groups for two cycles. In the cycle I, there were 33 students participated in doing the gamified-assessment (GA) and filled the survey, while the number of participants in cycle II was 24 students. The data from two-cycle were quantitatively analyzed by using a post-hoc analysis Kruskal Wallis H-test in order to investigate any significance comparison for students who are doing each GA. Moreover, the qualitative analysis was conducted in by asking five open-ended questions to the ten students who were willing to participate. Students’ answers were rigorously coded and presented in five supporting descriptive analysis and figures.
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The result indicates; (1) students’ Indonesian language proficiency does not affect their intrinsic motivation, while self-efficacy is only partially affected by students’ Indonesian language proficiency. (2) There is a strong correlation among students’ intrinsic motivation and self-efficacy toward GA 2. However, the weak correlation was found toward GA 1. (3) Students’ perceived competence was significantly found on both GA1 and GA 2. However, the tension was only on GA 1. (4) Self-efficacy was only affected by students in GA 2 only, while GA 1 shows the non-significant result. The additional finding indicates that GA 2 provided high significant difference among students in enlisting their social resources, their academic achievement and their self-regulated learning.
Another findings based-on the open-ended survey were analyzed into five supporting-themes. (5) The study managed those themes to critically discuss in the unflattering comparison between GA 1 and GA 2; the not relatable of learning epoch for students’ achievement, students’ perception on the state of anxiety, the likeness of Indonesian’s cultural literacy, and how students’ prior and anterior actions within the gamified-assessment in SPOC.
By viewing the gamified-assessment in SPOC, the study offers a new lens for Indonesian language teachers and instructors to use this particular assessment to get students’ attention while facing the critical condition which forces all learning to be online. The implication of the findings and recommendations for further research are discussed herein. | en_US |