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Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft

Author

Listed:
  • Szarmilaa Dewie Krishnan

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia)

  • Helmi Norman

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia)

  • Melor Md Yunus

    (Faculty of Education, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia)

Abstract

Every English language teacher should be competent enough to serve as a model of reference for students. As stipulated by the Roadmap 2015–2025, Ministry of Education, Malaysia, teachers need a minimum CEFR Level C1 qualification to teach English language at all levels. This poses a need for teachers who have not achieved this minimum requirement to re-skill and upskill themselves to the minimum competency level. Past studies have indicated that online gamification techniques have increased teacher competency levels. However, there has been a lack of studies that have investigated teachers’ language-teaching/learning competencies using online gamified learning. As such, this study aims to address this problem using experiential learning techniques on an online gamified platform, Classcraft. The online gamified learning module was developed using the Design and Development Research (DDR) methodology, and was conducted in the five-phase ADDIE Model (analysis, design, development, implementation, and evaluation). This paper seeks to brief the reader on the design and development process of this online gamified learning using Classcraft. The findings of the design phase were derived through the Fuzzy Delphi technique to acquire the experts’ consensus on the content of the module, and the appropriate gamification elements which ought to be included in the development of the module. The findings of the development phase, as agreed by expert consensus, were used to develop the online gamified learning module. Thus, the findings portrayed the enhancement of the competencies of the English Language teachers who used this online gamified learning with the integration of Classcraft.

Suggested Citation

  • Szarmilaa Dewie Krishnan & Helmi Norman & Melor Md Yunus, 2021. "Online Gamified Learning to Enhance Teachers’ Competencies Using Classcraft," Sustainability, MDPI, vol. 13(19), pages 1-24, September.
  • Handle: RePEc:gam:jsusta:v:13:y:2021:i:19:p:10817-:d:646154
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    Cited by:

    1. Helmi Norman & Nor Hafizah Adnan & Norazah Nordin & Mohamed Ally & Avgoustos Tsinakos, 2022. "The Educational Digital Divide for Vulnerable Students in the Pandemic: Towards the New Agenda 2030," Sustainability, MDPI, vol. 14(16), pages 1-17, August.
    2. Tong Zhou & Wei Zhang, 2022. "Effectiveness Study on Online or Blended Language Learning Based on Student Achievement: A Systematic Review of Empirical Studies," Sustainability, MDPI, vol. 14(12), pages 1-29, June.

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