Disertasi

Game on! integrating the sdl framework in developing a gamified mooc platform for an esp course to promote autonomous learning / Joko Slamet

Abstrak
The integration of Massive Open Online Courses (MOOCs) English for Specific Purposes (ESP) and gamification represents a transformative approach to redefining online learning environments especially aimed at enhancing autonomous learning through the Self-Directed Learning (SDL) framework. The current literature reveals substantial gaps in understanding the synergistic effects of these components prompting a need for in-depth exploration. Grounded in Research amp Development principles this study systematically follows the ADDIE model (Analyze Design Develop Implement and Evaluate) to ensure a structured comprehensive approach. Each phase of ADDIE is represented by a specific research paper within the dissertation cumulatively forming a cohesive blueprint for developing a gamified MOOC platform tailored for ESP learners. In Paper I presented in Chapter III under the title ldquo A Needs Analysis for Designing a Gamification-Based MOOC in an ESP Course rdquo the focus is on the Analyze stage of the ADDIE model. This paper establishes the foundation for the gamified MOOC rsquo s development by conducting a targeted needs analysis among 43 Informatics Engineering students at Universitas Negeri Malang. The survey centers on four key dimensions Learning Needs and Preferences (LNP) Challenges in ESP Learning (CiESP) Learning Approaches and Preferences (LAP) and Integrating Gamification Elements (IGE). The findings from this focused analysis reveal students specific educational needs preferred learning methods and perceived barriers in ESP contexts as well as their responses to various gamification elements. This targeted analysis offers vital insights into designing an effective gamified MOOC that aligns with students rsquo learning motivations and goals setting the groundwork for the subsequent phases of Design Development Implementation and Evaluation within the ADDIE framework. Building on this foundational understanding Paper II presented in Chapter IV under the title ldquo Utilizing an SDL Approach in Designing a Gamification-Based MOOC to Enhance Autonomous Learning rdquo focuses on the Design and Development stages of the ADDIE model specifically in the context of platform creation. This paper delves into the structured application of the SDL approach illustrating how SDL principles can be systematically embedded to foster autonomous learning among participants. The findings emphasize the critical role of learner agency showing that when students are given opportunities to direct their own learning paths their engagement and motivation levels are notably enhanced. Additionally in Paper III presented in Chapter V under the title ldquo Game On Integrating the Self-Directed Learning Framework into the Design of a Gamified MOOC Platform for ESP Courses rdquo the focus shifts to the ESP Course Design and Development phases within ADDIE. This paper provides an in-depth analysis of the integration of SDL principles specifically within the gamified MOOC platform detailing pedagogical strategies aimed at cultivating SDL behaviors among ESP learners. Through structured activities such as goal-setting self-reflection exercises and feedback mechanisms the course is designed to enable learners to take proactive ownership of their educational journey. Field testing of this design was conducted on a limited scale with 27 students enrolled in LearnovaUM (Available at https //umlearninginnovation.com/) within the ldquo English for IT Professionals rdquo course providing preliminary insights into the platform rsquo s efficacy in supporting autonomous learning and aligning with the tailored needs of ESP students. In Paper IV presented in Chapter VI under the title ldquo Unlocking the Potential in a Gamification-Based MOOC Assessing Autonomous Learning and Self-Directed Learning Behaviors rdquo the focus shifts to assessing the impact of the gamification elements embedded within the MOOC. This paper explores how these elements influence learners rsquo autonomous learning and SDL behaviors providing valuable insights into the role of gamification in enhancing academic achievement and learner motivation. The findings demonstrate that well-designed gamification strategies not only increase motivation but also contribute to the development of a greater sense of competence and relatedness mdash two key components of Self-Determination Theory (SDT). These psychological factors in turn foster deeper engagement in learning activities and a more robust commitment to self-regulated learning. The implementation phase involved 27 students who were surveyed to gather quantitative data on their experiences and engagement with the gamified elements. Additionally in-depth interviews with four selected students provided qualitative insights into the learners rsquo perceptions further reinforcing the impact of gamification on their SDL behaviors and academic performance. In Paper V presented in Chapter VII under the title ldquo Promoting Autonomous Learning in ESP Courses through a Gamified MOOC Platform A Self-Directed Learning Framework rdquo the research investigates the application of the SDL framework in a gamified context within ESP courses. This paper evaluates the effectiveness of a gamified MOOC platform in fostering learner autonomy which is a critical component of SDL. The study focuses on the interaction between the gamified platform rsquo s features (such as goal-setting rewards and progress tracking) and the SDL behaviors exhibited by the participants. Findings from the implementation phase with 27 students enrolled in the ldquo English for IT Professionals rdquo course on the LearnovaUM platform suggest that the gamification elements significantly promote learners rsquo ability to take control of their own learning process. These findings are in line with the SDL framework which emphasizes the importance of learners managing their learning activities. The paper concludes that gamification when integrated with SDL principles can effectively enhance learner autonomy increase motivation and improve academic achievement in ESP courses. In Paper VI presented in Chapter VIII under the title ldquo Assessing a Proposed Instrument of the Gamified Self-Directed Learning Scale (GSDLS) in a Gamification MOOC Platform Garrison Model Framework of SDL rdquo the research presents a psychometric evaluation of the GSDLS an instrument designed to assess SDL behaviors in a gamified MOOC setting. The study is grounded in the Garrison Model Framework of SDL and aims to validate the scale rsquo s reliability and effectiveness in measuring three core dimensions of SDL self-management (SM) desire for learning (DL) and self-control (SC). The validation process involved a sample of 103 students allowing for a more robust and comprehensive assessment of the GSDLS. The study utilized a non-experimental survey research design to analyze the scale rsquo s psychometric properties using the Rasch rating scale model for the analysis. The results of the validation process affirm the instrument rsquo s reliability and validity confirming that the GSDLS is an effective tool for measuring SDL behaviors in a gamified MOOC environment. This paper contributes to the development of a reliable measurement instrument for SDL providing educators and researchers with a valuable tool to assess SDL in future gamified learning contexts. Paper VII titled ldquo Assessing the Impact of a Gamified MOOC on Students rsquo Academic Achievement and Self-Directed Learning Behaviors rdquo presented in Chapter IX investigates how gamification in a MOOC affects both academic achievement and the development of SDL behaviors. Using a sequential mixed-methods approach the study engaged 103 students measuring their academic performance through pre- and post-assessments which revealed significant improvements in their academic success. The research also employed a Garrison framework questionnaire to assess SDL behaviors specifically focusing on SM DL and SC all of which showed enhancement post-intervention. Additionally qualitative data gathered from interviews with 10 students provided deeper insights highlighting that gamification through elements like progress tracking and rewards increased student motivation engagement and their ability to self-regulate learning. The findings underscore the effectiveness of gamification in not only boosting academic performance but also in fostering crucial SDL competencies suggesting that gamified MOOC environments can significantly contribute to improving students rsquo ability to manage direct and control their own learning. Paper VIII titled ldquo Unlocking the Potential and Challenges of Gamification Elements as Media of Assessment to Promote Autonomous Learning in a Gamified MOOC An SDL Approach rdquo presented in Chapter X critically examines the use of gamification elements as assessment tools within a MOOC focusing on their potential and challenges in promoting autonomous learning through the SDL framework. This study involved 103 students and explores how gamified assessment methods such as points badges and leaderboards can be integrated to evaluate learners rsquo progress while fostering SDL behaviors. The findings reveal the complexities of aligning these gamified assessment tools with the SDL framework particularly in managing the balance between extrinsic rewards and intrinsic motivation. The research identifies that while gamification can enhance student engagement and provide real-time feedback over-reliance on extrinsic rewards may undermine intrinsic motivation and long-term learning outcomes. The study highlights the need for thoughtful and iterative design of gamified assessments to align with the evolving preferences and needs of learners. This paper underscores the importance of continuous adaptation in gamified course design to ensure that assessment methods remain effective and aligned with the overarching goal of fostering autonomy in learning. Collectively these papers elucidate the transformative potential of gamified MOOCs in online education particularly in fostering SDL and improving learner engagement. The LearnovaUM platform serves as a compelling example of how these principles can be operationalized to create dynamic and engaging learning experiences. The research not only contributes significantly to academic discourse but also provides actionable insights for educators and course designers. It advocates for the incorporation of innovative pedagogical strategies that cater to diverse learner needs promoting greater engagement and motivation while ensuring that learners are equipped to navigate a rapidly evolving digital landscape. Furthermore policymakers are encouraged to support the integration of gamification techniques into educational frameworks which is essential for enriching online learning experiences and facilitating SDL pathways. The study underscores the importance of balancing intrinsic and extrinsic motivators in gamification design as effective gamification requires thoughtful integration of these elements to enhance educational outcomes without compromising the learner rsquo s intrinsic motivation. These insights are crucial for developing targeted interventions and best practices that not only enhance SDL behaviors but also prepare learners to excel in increasingly complex and dynamic educational environments. This comprehensive exploration highlights the multifaceted relationship between gamification SDL and academic achievement providing a framework for future research and implementation in the field of online education.

Informasi Detail

DDC

Rd 420.76 SLA g

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2024.

Deskripsi Fisik

xxvi, 284 lembar. : ilus. ; 30

Bahasa

No Reg

00023/RD/25

Edisi

Disertasi(Pascasarjana)--Universitas Negeri Malang. 2024

Subjek

1. BAHASA INGGRIS - MODEL PEMBELAJARAN GAMIFIKASI
2. BAHASA INGGRIS - MODEL PEMBELAJARAN MANDIRI
3. ENGLISH - GAMIFICATION LEARNING MODEL

Pembimbing

1. Prof. Dr. Yazid Basthomi, S.pd, M.a.; 2. Francisca Maria Ivone, S.pd, M.a., Ph.d; 3. Evi Eliyanah, S.s., M.a., Ph.d

Lampiran Berkas