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IJIET 2024 Vol.14(2): 193-203
doi: 10.18178/ijiet.2024.14.2.2040

Empowering Slow Learners: Gamification’s Impact on Students’ Engagement and Academic Performance in an LMS for Undergraduate Students

Abdur Romsi1, J. Priyanto Widodo1, and Joko Slamet2,*
1. Department of Master of English Education, STKIP PGRI Sidoarjo, Indonesia
2. Faculty of Letters, State University of Malang, Indonesia
Email: romsi.academicworks@gmail.com (A.R.); prowidodo18@gmail.com (J.P.W.); joko.slamet.2202219@students.um.ac.id (J.S.)
*Corresponding author

Manuscript received August 8, 2023; revised August 31, 2023; accepted September 26, 2023; published February 4, 2024

Abstract—Amidst the growing urgency to elevate student engagement and bolster academic performance within educational environments, the application of gamification has emerged as a promising avenue. In response to this imperative, the present research investigates the consequences of integrating gamification into the eLSIDA, a specialized Learning Management System (LMS) at STKIP PGRI Sidoarjo, meticulously designed to cater specifically to the needs of undergraduate students classified as slow learners. Using a single-group pre-experimental design, the study involved nineteen undergraduate students who experienced an enhanced learning opportunity by incorporating gamification techniques into the General English (GE) course offered through eLSIDA. By meticulously analyzing both quantitative and qualitative data, this study investigates the multifaceted impact of gamification on student engagement and academic accomplishments. The results reveal a notable surge in student engagement, characterized by heightened interaction with learning materials and active participation in LMS activities. Furthermore, the discernible progress in academic performance among the slow learners is evidenced through elevated assessment scores and an overall enhancement in academic outcomes. This study highlights gamification’s potential as a powerful tool for enhancing support and empowering slower learners within the LMS environment. The knowledge acquired from this study provides essential direction for educators and instructional designers seeking innovative approaches to effectively address the wide range of learning needs among students.

Keywords—academic performance, gamification, Learning Management System (LMS), students’ engagement, undergraduate students

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Cite: Abdur Romsi, J. Priyanto Widodo, and Joko Slamet, "Empowering Slow Learners: Gamification’s Impact on Students’ Engagement and Academic Performance in an LMS for Undergraduate Students," International Journal of Information and Education Technology vol. 14, no. 2, pp. 193-203, 2024.


Copyright © 2024 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

General Information

  • ISSN: 2010-3689 (Online)
  • Abbreviated Title: Int. J. Inf. Educ. Technol.
  • Frequency: Monthly
  • DOI: 10.18178/IJIET
  • Editor-in-Chief: Prof. Dr. Steve Thatcher
  • Managing Editor: Ms. Nancy Y. Liu
  • Abstracting/ Indexing: Scopus (CiteScore 2022: 2.0), INSPEC (IET), UGC-CARE List (India), CNKI, EBSCO, Google Scholar
  • E-mail: ijiet@ejournal.net

 

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