Skip to main content
SpringerLink
Log in

Constructivist gamification environment model designing framework to improve ill-structured problem solving in learning sciences

  • Development Article
  • Published:
Educational technology research and development Aims and scope Submit manuscript

Abstract

This study is focusing on synthesizing the theoretical and designing framework of constructivist gamification environment models to enhance ill-structured problem solving in learning science. The research model used is based on model development (phase 1) proposed by Richey & Klein. This research consists of two phases as follow: (1) to analyze and synthesize the theoretical framework; (2) to synthesize the designing framework of the constructivist gamification environment model to enhance ill-structured problem solving. The findings of the theoretical analysis shows that the theoretical framework is built upon four main pillars: psychological, pedagogical, technological, and problem-solving bases. Synthesizing the design framework of a development model is based on the findings of theoretical analysis. Five cognitive aspects make up the designing framework: (1) the stimulation of cognitive structure and encouragement of problem solving; (2) the support for cognitive equilibrium; (3) the support for enlarging cognitive structure; (4) the enhancement of ill-structured problem solving; and (5) the support for knowledge construction. The constructivist gamification environment model consists of seven components, namely: (1) the problem base; (2) the learning resource; (3) the cognitive tools; (4) the collaboration; (5) the problem solution; (6) the scaffolding; and (7) the coaching.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3
Fig. 4
Fig. 5
Fig. 6
Fig. 7

Similar content being viewed by others

Data Availability

This study has not qualitative or numerical data because this study only consist with theoretical study which mostly the information and data were provide in this article manuscript.

References

  • Al-Azawi, R., Al-Faliti, F., & Al-Blushi, M. (2016). Educational gamification vs. game based learning: Comparative study. International Journal of Innovation, Management and Technology, 7(4), 132–136. https://doi.org/10.18178/ijimt.2016.7.4.659

    Article  Google Scholar 

  • Alomari, I., Al-Samarraie, H., & Yousef, R. (2019). The role of gamification techniques in promoting student learning: A review and synthesis. Journal of Information Technology Education: Research, 18(08), 395–417. https://doi.org/10.28945/4417

    Article  Google Scholar 

  • Barghani, Z. S. (2020). The benefits of gamification in learning. International Journal of Advance Research and Innovative Ideas in Education, 6(2), 1671–1675. https://doi.org/10.0415/IJARIIE-11788

    Article  Google Scholar 

  • Brown, J. S., Collins, A., & Duguid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18(1), 32–42. https://doi.org/10.3102/0013189X018001032

    Article  Google Scholar 

  • Camilleri, M.A. & Camilleri, A. (2017). The students’ perceptions of digital game-based learning. In M. Pivec & J. Grundler (Ed.), Proceeding 11th European Conference on Games Based Learning (pp 56–62).

  • Carrillo, D. L., et al. (2019). Using gamification in a teaching innovation project at the University of Alcalá: A new approach to experimental science practices. The Electronic Journal of e-Learning, 17(2), 93–106. https://doi.org/10.34190/JEL.17.2.03

    Article  Google Scholar 

  • Central of Curriculum Redesign. (2015). Redesigning the Curriculum for a 21st Century Education. Retrieved online https://curriculumredesign.org/wp-content/uploads/CCR-FoundationalPaper-Updated-Jan2016.pdf.

  • Collins, A. (1991). Cognitive apprenticeship and instructional technology. In L. Idol & B. F. Jones (Eds.), Educational values and cognitive instruction: Implications for reform (pp. 121–138). Lawrence Erlbaum Associates, Inc. https://www.ideals.illinois.edu/items/18005/bitstreams/64487/data.pdf

  • Deterding, S., Dixon, D., Khaled, R., & Nacke, L. (2011). From game design elements to gamefulness: Defining "gamification". In Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments (pp. 9–15). https://doi.org/10.1145/2181037.2181040

  • Dicheva, D., & Dichev, C. (2015). Gamification in education: Where are we in 2015? In E-learn: World conference on E-learning in corporate, government, healthcare, and higher education (pp 1445–1454). Association for the Advancement of Computing in Education (AACE). https://www.researchgate.net/publication/281649410_Gamification_in_Education_Where_Are_We_in_2015

  • Duffy, T. M., & Jonassen, D. H. (1991). Constructivism: New implications for instructional technology? Educational Technology, 31(5), 7–12.

    Google Scholar 

  • Gawande, V., & Al-Senaidi, S. (2015). Situated learning: Learning in a contextual environment. International Journal of Computing Academic Research, 4(4), 207–213.

    Google Scholar 

  • Hannafin, M., Land, S., & Oliver, K. (1999). Open learning environments: Foundations, methods, and models. Instructional-Design Theories and Models: A New Paradigm of Instructional Theory, 2, 115–140. https://doi.org/10.4324/9781410603784-12

    Article  Google Scholar 

  • Hodhod, R. A., Fleenor, H., & Nabi, S. (2014). Adaptive Augmented Reality Serious Game to Foster Problem Solving Skills. In Workshop Proceedings of the 10th International Conference on Intelligent Environments. 18. 273–284. https://doi.org/10.3233/978-1-61499-411-4-273

  • Hruby, G. G., & Roegiers, A. B. (2013). Cognitive constructivism. In A. C. Carol (Ed.), The encyclopedia of applied linguistics. blackwell publishing ltd.

    Google Scholar 

  • Hursen, C., & Bas, C. (2019). Use of gamification applications in science education. International Journal of Emerging Technologies in Learning, 14(1), 4–23. https://doi.org/10.3991/ijet.v14i01.8894

    Article  Google Scholar 

  • Jackson, M. (201). Gamification elements to use for learning. https://trainingindustry.com/articles/content-development/gamificationelements-to-usefor-learning/

  • Johnstone, A. H. (1991). Why is science difficult to learn? Things are seldom what they seem. Journal of Computer Assisted Learning., 7(2), 75–83. https://doi.org/10.1111/j.1365-2729.1991.tb00230.x

    Article  Google Scholar 

  • Jonassen, D. H. (1997a). Designing constructivist learning environments. In C. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (pp. 215–239). Pennsylvania State University.

    Google Scholar 

  • Jonassen, D. H. (1997b). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65–94. https://doi.org/10.1007/BF02299613

    Article  Google Scholar 

  • Jonassen, D. H., & Rohrer-Murphy, L. (1999). Activity theory as a framework for designing constructivist learning environments. Educational Technology Research and Development, 47(1), 61–79. https://doi.org/10.1007/BF02299477

    Article  Google Scholar 

  • Karagiorgas, D. N., & Niemann, S. (2017). Gamification and game-based learning. Journal of Educational Technology Systems, 45(4), 499–519. https://doi.org/10.1177/0047239516665105

    Article  Google Scholar 

  • Khaleel, F. L., Ashaari, N. S., Meriam, T. S., Wook, T., & Ismail, A. (2016). The architecture of dynamic gamification elements based learning content. Journal of Convergence Information Technology, 11(3), 164–177.

    Google Scholar 

  • Khan, A., Ahmad, F. H., & Malik, M. M. (2017). Use of digital Game-Based learning and gamification in secondary school science: The effect on student engagement, learning and gender difference. Education and Information Technologies, 22(6), 2767–2804. https://doi.org/10.1007/s10639-017-9622-1

    Article  Google Scholar 

  • Klausmeier, H. J. (1985). Educational psychology (5th ed.). New York: Harper & Row.

  • Malas, R. I., & Hamtini, T. M. (2016). A gamified e-learning design model to promote and improve learning. International Review on Computers and Software, 11(1), 8–19. https://doi.org/10.15866/irecos.v11i1.7913

    Article  Google Scholar 

  • Malone, T. W., & Lepper, M. R. (1987). Making learning fun: A taxonomy of intrinsic motivations for learning. In R. E. Snow & M. J. Farr (Eds.), Aptitude, learning, and instruction: Conative and affective process analyses (Vol. 3, pp. 223–253). Lawrence Erlbaum Associates.

    Google Scholar 

  • Marlowe, B. A., & Page, M. L. (2005). Creating and sustaining the constructivist classroom. Corwin Press.

    Google Scholar 

  • Mayer, R. E. (1996). Learning strategies for making sense out of expository text: The SOI model for guiding three cognitive processes in knowledge construction. Educational Psychology Review, 8(4), 357–371. https://doi.org/10.1007/BF01463939

    Article  Google Scholar 

  • Mayer, R. E. (1999). Designing instruction for constructivist learning. In C. Reigeluth (Ed.), Instructional-design theories and models: A new paradigm of instructional theory (pp. 141–159). Pennsylvania State University.

    Google Scholar 

  • Mayer, R. E., & Anderson, R. B. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning. Journal of Educational Psychology, 84(4), 444–452. https://doi.org/10.1037/0022-0663.84.4.444

    Article  Google Scholar 

  • Michael, J. A. (2004). Mental models and meaningful learning. Journal of Veterinary Medical Education, 31(1), 1–5. https://doi.org/10.3138/jvme.31.1.1

    Article  Google Scholar 

  • Nah, F. F. H., Zeng, Q., Telaprolu, V. R., Ayyappa, A. P., & Eschenbrenner, B. (2014). Gamification of education: A review of literature. International on hci in business (pp. 401–409). International conference on hci in business. https://doi.org/10.1007/978-3-319-07293-7_39

    Chapter  Google Scholar 

  • Nersessian, N. J. (2002). The cognitive basis of model-based reasoning in science. The Cognitive Basis of Science. https://doi.org/10.1017/CBO9780511613517.008

    Article  Google Scholar 

  • Oliver, R., & Herrington, J. (2000). Using situated learning as a design strategy for web-based learning. In B. Abbey (Ed.), Instructional and cognitive impacts of web-based education (pp. 178–191). Hershey: IGI Global.

    Chapter  Google Scholar 

  • Piaget, J. (1977). The development of thought: Equilibration of cognitive structures. Viking Press.

    Google Scholar 

  • Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258–283. https://doi.org/10.1080/00461520.2015.1122533

    Article  Google Scholar 

  • Prensky, M. (2001). Digital game-based learning. McGraw Hill.

    Google Scholar 

  • Resnick, L. B. (1989). Introduction. In L. B. Resnick (Ed.), Knowing, learning, and instruction (pp. 1–24). Lawrence Erlbaum.

    Google Scholar 

  • Richey, R. C., & Klein, J. D. (2007). Design and development research. Lawrence Erlbaum Associates.

    Google Scholar 

  • Schell, J. (2008). The art of game design. Morgan Kaufmann Publishers.

    Book  Google Scholar 

  • Schobel, S. M., Janson, A., & Söllner, M. (2020). Capturing the complexity of gamification elements: A holistic approach for analysing existing and deriving novel gamification designs. European Journal of Information Systems, 29(6), 641–668. https://doi.org/10.1080/0960085X.2020.1796531

    Article  Google Scholar 

  • Sun, L., & Williams, S. (2004). An instructional design model for constructivist learning. In L. Cantoni & C. McLoughlin (Eds.), Proceedings of ED-MEDIA 2004--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 2476–2486). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/12372/

  • Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. https://doi.org/10.1016/0364-0213(88)90023-7

    Article  Google Scholar 

  • Sweller, J., & Chandler, P. (1991). Evidence for cognitive load theory. Cognition and Instruction, 8(4), 351–362. https://doi.org/10.1207/s1532690xci0804_5

    Article  Google Scholar 

  • Tan, P. H., Ling, S. W., & Ting, C. Y. (2007). Adaptive digital game-based learning framework. In Proceedings of the 2nd international conference on Digital interactive media in entertainment and arts (DIMEA '07). pp 142–146. https://doi.org/10.1145/1306813.1306844

  • Tobar-Muñoz, H., Baldiris, S., & Fabregat, R. (2017). Augmented reality game-based learning: Enriching students’ experience during reading comprehension activities. Journal of Educational Computing Research, 55(7), 901–936. https://doi.org/10.1177/0735633116689789

    Article  Google Scholar 

  • Toda, A. M., Pereira, F. D., Klock, A. C., Oliveira, W., Palomino, P. T., Rodrigues, L., Oliveira, E. H., Gasparini, I., Cristea, A. I., & Isotani, S. (2020). For whom should we gamify? Insights on the users’ intentions and context towards gamification in education. Proceedings of the IX Congresso Brasileiro De Informática Na Educação. https://doi.org/10.5753/cbie.sbie.2020.471

    Article  Google Scholar 

  • Vygotsky, L. S. (1978). Mind in society, the development of higher psychological processes. Harvard University Press.

    Google Scholar 

  • Warchild. (2018). Design and Approach to Digital Game-Based Learning. Retrieved online https://www.warchildholland.org/documents.

  • Wilson, B. G. (1996). Introduction: What is a constructivist learning environment? In B. G. Wilson (Ed.), Constructivist learning environments. Educational Technology Publications.

    Google Scholar 

  • Winn, W., & Snyder, D. (1996). Cognitive perspectives in psychology. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology: A project of the association for educational communications and technology (pp. 79–112). Routledge. https://doi.org/10.4324/9781410609519

    Chapter  Google Scholar 

  • Woo, J. C. (2014). Digital game-based learning supports student motivation, cognitive success, and performance outcomes. Journal of Educational Technology & Society, 17(3), 291–307.

    Google Scholar 

  • Zin, N. A. M., & Yue, W. S. (2013). Design and evaluation of history digital game-based learning (DGBL) software. Journal of next Generation Information Technology, 4(4), 9–24. https://doi.org/10.4156/jnit

    Article  Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Community Education, Faculty of Education, Universitas Negeri Medan, 20221, Medan, Indonesia

    Muhammad Takwin Machmud

  2. Department of Educational Technology, Faculty of Education, Khon Kaen University, Khon Kaen, 40002, Thailand

    Suchat Wattanachai & Charuni Samat

Authors
  1. Muhammad Takwin Machmud
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Suchat Wattanachai
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Charuni Samat
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Muhammad Takwin Machmud.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical approval

This article does not contain any studies with human participants or animals performed by any of the authors.

Informed consent

None.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Machmud, M.T., Wattanachai, S. & Samat, C. Constructivist gamification environment model designing framework to improve ill-structured problem solving in learning sciences. Education Tech Research Dev 71, 2413–2429 (2023). https://doi.org/10.1007/s11423-023-10279-0

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11423-023-10279-0

Keywords

Search

Navigation