Indonesi
an
Journa
l
of El
ect
ri
cal Engineer
ing
an
d
Comp
ut
er
Scie
nce
Vo
l.
12
,
No.
3
,
Decem
ber
201
8
, p
p.
1
3
8
0
~
1
3
8
5
IS
S
N: 25
02
-
4752, DO
I: 10
.11
591/ijeecs
.v1
2
.i
3
.pp
1
3
8
0
-
1
3
8
5
1380
Journ
al h
om
e
page
:
http:
//
ia
es
core.c
om/j
ourn
als/i
ndex.
ph
p/ij
eecs
A
Conc
ep
tual Frame
wor
k for Ga
mified L
earning
Manag
em
ent
System
f
or LINU
S Stu
dents
Syadia
h
No
r
Wan Sh
ams
u
ddin, Mu
ha
m
mad
Fais
al Se
lm
an
,
Ism
aha
fez
i Ismail
, Maiz
an
Ma
t Am
in,
No
r
kh
airan
i
Ab
d
ul R
awi
Facul
t
y
of
Infor
m
at
ic
s a
nd
Com
puti
ng,
Univer
sit
i
Sulta
n
Z
ai
n
al
Abidin,
Ma
lay
si
a
Art
ic
le
In
f
o
ABSTR
A
CT
Art
ic
le
history:
Re
cei
ved
Sep
1
3
, 201
8
Re
vised
O
ct
25
, 2
018
Accepte
d
Nov
1
, 2
018
Gam
ifi
ca
t
ion
is
a
te
rm
tha
t
r
efe
r
s
to
the
use
of
game
el
ements
in
non
-
game
cont
ex
ts.
Gam
if
ic
a
ti
on
in
edu
c
at
ion
is
emergi
ng
as
an
eff
e
ctive
too
l
to
m
oti
vat
e
and
e
ngage
l
ea
rn
ers
in
a
v
ari
e
t
y
of
ta
sks
.
LINUS
progra
m
is
int
end
ed
to
ensu
re
that
all
stude
nts
from
standa
rd
o
ne
are
able
t
o
m
aste
r
th
e
basic
s
of
re
ading,
writi
ng
an
d
count
ing
at
the
end
of
sta
ndar
d
thr
ee.
Gam
ifi
ca
t
ion
wi
ll
he
lp
as
a
lear
ning
tool
to
assi
st
with
th
e
le
a
rn
ing
proc
ess
for
those
who
h
ave
diff
ic
ul
t
y
in
le
arn
ing,
un
li
ke
norm
al
student
s
.
The
r
efo
re
,
the
ai
m
of
th
is
pape
r
is
to
pr
opose
a
fr
ame
work
of
Gam
ified
L
ea
rning
Mana
gement
S
y
stem
for
Li
n
us
student
s.
T
his
fra
m
ework
consists
o
f
m
ec
hani
sm
s
of
gamific
a
ti
on
el
e
m
ent
s,
m
ult
ime
dia
e
le
m
ent
s
an
d
le
a
rning
the
or
y
tha
t
const
ruc
t
g
amifie
d
lea
rning
m
ana
geme
nt
s
y
st
e
m.
Ke
yw
or
d
s
:
Gam
ific
ation
Gam
ifie
d
Learn
i
ng Mana
gem
ent Syst
e
m
LINUS
Moti
vation
Copyright
©
201
8
Instit
ut
e
o
f Ad
vanc
ed
Engi
n
ee
r
ing
and
S
cienc
e
.
Al
l
rights re
serv
ed
.
Corres
pond
in
g
Aut
h
or
:
Syadia
h N
or
Wan S
ham
su
ddin
,
Facult
y o
f
I
nfo
rm
atics and
C
om
pu
ti
ng
,
Un
i
ver
sit
i S
ultan Zai
nal Abid
in,
Ma
la
ysi
a
.
Em
a
il
:
sya
diah@
unisz
a.e
du.
m
y
1.
INTROD
U
CTION
The
c
oncept
of
gam
ific
at
ion
isn’t
ne
w
to
the
world
now
.
It
is
becau
se
it
has
be
en
use
d
in
m
any
app
li
cat
io
ns
nowa
days.
T
he
idea
of
gam
if
ic
at
ion
is
us
in
g
gam
e
design
el
e
m
ents
in
non
-
gam
e
con
te
xt
to
m
ot
ivate
and
increase
us
er
eng
a
gem
ent
to
gai
n
kn
ow
l
edg
e
or
com
pleti
on
of
cert
ai
n
ta
sk
s.
Th
e
te
rm
gam
ific
ation
c
an
be
def
i
ned
as
the
us
e
of
gam
e
desig
n
el
e
m
ents
in
non
-
gam
e
cont
exts
[
1].
It
use
s
the
com
p
et
it
ive
in
sti
nct
po
sses
se
d
by
m
os
t
peo
ple
to
m
otivat
e
and
e
ncour
a
ge
the
pe
rform
ance
of
pe
ople
.
T
he
sam
e
con
cept
of
gam
ific
at
io
n
can
al
so
be
us
e
d
to
m
otivate
an
d
e
ncour
a
ge
c
ollabor
at
ive
an
d
co
operati
ve
beh
a
vior sim
ilar
to
a c
om
petition
betwee
n f
oo
t
ball cl
ub
s i
n
a lea
gu
e
.
The
prob
le
m
s
of
e
du
cat
io
n
nowa
days
are
th
at
it
is
relat
ed
t
o
the
la
ck
of
in
vo
l
vem
ent
and
m
otivati
on
of
st
ud
e
nts
to
par
ti
ci
pate
m
or
e
act
ively
during
t
he
le
ar
ning
process
.
Acc
ordi
ng
t
o
the
previo
us
stu
dy
by
Gabe
Zic
her
m
ann
[
2],
the
us
e
of
gam
e
el
e
m
ents
i
m
pr
oves
a
us
e
r’
s
capa
bi
li
ti
es
to
le
arn
ne
w
s
kill
s
by
40%.
By
app
ly
ing
t
he
eng
a
gem
ent
of
play
ers
with
gam
e
exp
erie
nce
can
be
tra
ns
la
te
d
int
o
th
e
edu
cat
i
on
al
c
on
te
xt
to
facil
it
at
e
le
arn
i
ng
a
nd
to
influ
e
nce
t
he
be
hav
i
or
of
stud
e
nts.
T
his
ap
proach
le
ads
to
hi
gh
e
r
l
evel
of
com
m
itm
ent
a
nd
m
otivati
on
of
use
rs
to
act
ivit
ie
s
and
pro
cesses
in
wh
ic
h
they
are
involve
d.
Since
pl
ay
ers
m
uch
enjoy
sp
en
ding
c
ount
le
ss
of
ho
ur
s
to
play
gam
es,
this
m
otiv
at
ion
sho
uld
be
ap
plied
to
the
cl
assroom
[
3].
A
le
ar
ning
m
an
agem
ent
syst
e
m
(LMS)
is
a
softwa
re
a
pp
li
cat
ion
or
we
b
-
base
d
a
pp
li
cat
ion
use
d
f
or
adm
inist
ering
,
trackin
g,
re
por
ti
ng
an
d
delive
rin
g
edu
c
at
iona
l
cou
rses
or
tr
ai
nin
g
pro
gr
a
m
s.
It
is
widel
y
us
e
d
in
an
e
ducat
io
nal
insti
tuti
on
su
c
h
as
sc
hool
s,
unive
rsiti
es,
and
colle
ges
.
The
r
ecent
versi
on
of
LMS
a
pp
li
ed
m
any
ga
m
ific
a
ti
on
el
em
ents
t
o
infl
uen
ce
be
hav
i
or
as
well
as
to
i
m
pr
ov
e
m
ot
ivati
on
an
d
eng
a
gem
ent
du
ri
ng
le
arn
in
g
proce
ss
[
4].
A
stu
dy
cond
ucted
by
Traci
Sit
zm
a
nn
f
ound
that
stud
e
nts
sc
or
e
d
14
%
hi
gh
e
r
us
in
g
a
gam
i
fied
app
r
oach
i
n
a
co
urse
on
a
s
ubj
e
ct
than
th
os
e
who
to
ok
a
tr
aditi
on
al
co
urs
e
[5
]
.
W
it
h
ga
m
ifie
d
Evaluation Warning : The document was created with Spire.PDF for Python.
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
IS
S
N:
25
02
-
4752
A
Co
ncep
t
ua
l
Framew
or
k
for
Gam
if
ie
d Lea
r
ning M
anage
m
ent S
y
ste
m
…
(
Syadia
h
N
or
W
an Sh
am
s
uddi
n
)
1381
le
arn
in
g
m
anag
em
ent
syst
e
m
,
it
can
facil
it
ate
the
le
ar
ning
process
as
we
can
im
pr
ove
st
ud
e
nt
m
otivati
on
an
d
enh
a
nce t
heir
e
ng
a
gem
ent w
hi
le
trackin
g
t
heir pr
o
gress.
LINUS
is
the
l
it
eracy
and
num
eracy
screeni
ng
t
hat
sta
rted
in
2010
ti
ll
now
f
or
st
ud
e
nts
with
spe
ci
al
needs.
Lit
erac
y
is
the
abili
t
y
to
read,
w
rite
easy
com
po
und
se
ntences
us
in
g
c
onjunc
ti
on
s
a
nd
a
pply
th
e
knowle
dge
for
daily
le
arn
i
ng
an
d
com
m
un
ic
at
io
n.
Wh
il
e
num
era
cy
is
the
a
bi
li
ty
to
perfor
m
basic
m
at
he
m
at
ic
a
l
op
e
rati
ons
as
well
as
unders
ta
nd
sim
ple
m
at
hem
atical
ideas
and
a
pply
the
knowle
dg
e
and
m
at
he
m
at
ic
a
l
sk
il
ls
in
daily
li
fe
[
6].
This
pr
ogram
is
inten
ded
to
ens
ure
t
hat
al
l
stu
den
ts
from
sta
nd
a
rd
one
is
able to m
ast
er th
e
basics
of r
e
adin
g,
w
riti
ng
and co
unti
ng a
t t
he
en
d o
f
sta
nd
a
r
d
th
ree
[7
]
.
2.
CONCEPT
U
AL F
RAME
WORK O
F G
LMS F
OR L
I
NUS ST
UD
E
NTS
This
f
ram
ewo
r
k
was
de
velo
pe
d
to
gu
i
de
th
e
dev
el
op
m
ent
of
t
he
Gam
ifie
d
Lear
ning
Ma
nag
em
ent
Syst
e
m
fo
r
LI
NUS
St
ud
e
nts
,
as
s
how
n
i
n
F
igure
1
.
The
c
om
bin
at
ion
of
gam
ific
ation
el
e
m
ents
m
echa
nism
s,
m
ul
tim
edia
el
e
m
ents
as
well
as
le
ar
ning
the
or
ie
s
are
ai
m
e
d
at
e
na
bling
m
or
e
eff
ect
ive
le
arn
i
ng
proc
ess
f
or
LINUS
stu
de
nts
.
Figure
1.
The
Con
ce
ptu
al
Fr
a
m
ewo
r
k of Ga
m
ifie
d
Lear
ning Ma
nag
em
ent Syst
em
f
or
L
I
NUS St
ud
e
nts
3.
GAMIFI
CA
T
ION
EL
E
ME
NTS
Gam
ific
ation
is
def
i
ned
as
th
e
us
e
of
gam
e
desig
n
el
em
ent
s
in
no
n
-
gam
e
con
te
xts
[
1].
The
purpo
s
e
of
gam
ific
at
ion
is
t
o
inc
rease
m
otivati
on
thr
ough
e
ng
a
gem
ent.
The
m
os
t
fr
e
quently
use
d
gam
e
m
echan
ism
s
are
points, b
ad
ges,
a
nd
le
a
derbo
a
r
ds
[
8].
Po
i
nts,
ba
dges,
a
nd
le
aderb
oards
are
com
m
on
gam
ific
at
ion
el
em
ents
that
are
m
akin
g
their
way
int
o
ed
ucati
onal
pr
act
ic
e
[
9].
Fo
r
e
xam
ple,
st
ud
e
nts
can
c
om
pete
wit
h
ot
her
s
,
or
with
a
sel
f
-
im
po
s
ed
goal
to
gain
m
or
e
knowle
dge
a
nd
th
e
ad
diti
on
al
re
pu
ta
ti
on
of
a
s
eries
of
ba
dg
e
s
w
hile
they
le
arn
.
Di
gi
ta
l
bad
ges
ca
n
be
par
t
of
sc
ore
kee
ping
f
or
edu
cat
io
nal
jo
urneys.
Stu
die
s
sh
ow
that
by
us
in
g
gam
ific
ation
m
os
t
of
t
he
st
u
de
nts ar
e
m
otivate
d
to
wo
rk on t
heir
le
ar
ni
ng outcom
es [
9]
,
[10]
.
3.1.
Poin
ts
Po
ints
are
num
erical
values
that
def
ine
a
m
et
ho
d
of
fee
db
ac
k
to
us
ers
.
They
show
how
they
ar
e
pro
gr
essi
ng
in
the
gam
e.
U
sers
are
m
oti
vated
w
he
n
they
are
pro
gressi
vely
being
rew
a
r
de
d
f
or
thei
r
perform
ance
in
a
gam
e
[11].
I
n
this
syst
e
m
,
po
i
nts
will
be
cal
culat
ed
f
r
om
the
sco
re
th
at
will
be
ta
ke
n
f
r
om
each tas
k
a
nd test
the stude
nt
ta
kes.
T
he
n
t
he
points
will
b
e
save
d
in
the st
ud
e
nt'
s p
r
ofi
le
.
3.2.
B
adges
Ba
dg
es
ref
e
r
to
tro
ph
ie
s
th
at
rep
rese
nt
vi
rtual
achieve
m
ents
awar
de
d
to
the
us
e
r
that
sign
ify
recog
niti
on
s
a
nd
acc
om
plishm
ents
of
certai
n
ta
sk
s.
At
the
tim
e
wh
en
ac
hievem
ents
wer
e
inclu
ded
as
gam
e
el
e
m
ents
in
X
box
Li
ve
Plat
f
or
m
[1
2],
t
here
was
a
huge
s
cal
e
us
age
of
badges
i
n
onli
ne
ga
m
es.
Since
then
,
badges
ha
ve
been
wi
dely
im
ple
m
ented
on
oth
er
gam
ing
platfo
rm
s
a
nd
ha
ve
s
how
n
a
high
de
gree
of
achievem
ent,
wh
ic
h
the
n
c
ontrib
ute
to
higher
sal
es
pro
fits
an
d
hi
gh
e
r
s
cor
es
i
n
re
vie
ws
[
13]
.
A
re
port
f
r
om
pr
e
vious
resea
rch
es
s
how
s
that
m
os
t
of
the
stu
de
nts
ar
e
m
otivate
d
to
pa
rtic
ipate
in
the
act
ivit
y
[10].
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2502
-
4752
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci,
Vo
l.
12
, N
o.
3
,
Dece
m
ber
2
01
8
:
1
3
8
0
–
1
3
8
5
1382
As
descr
i
bed
by
the
functi
on,
it
will
be
use
d
as
a
re
ward
w
hen
us
e
rs
a
ccom
plish
cert
ai
n
ta
sk
s
.
Ba
dges
a
re
of
te
n used t
o
e
ncou
rag
e
early
p
a
rtic
ipati
on
a
nd task
c
om
pleti
on
a
nd it
is u
s
ed on
ly
for non
li
near
progress
.
3.
3
.
Le
ad
er
boards
A
repor
t
f
ro
m
pr
e
vious
resea
r
ches
s
how
s
tha
t
m
os
t
of
the
st
ud
e
nts
a
re
m
otivate
d
t
o
par
ti
c
ipate
in
t
he
act
ivit
y
by
usi
ng
le
a
derb
oards
in
the
le
a
r
ning
process
[10]
.
T
he
le
a
derb
oards
dis
p
la
y
the
in
divi
du
al
’s
perform
ance
in
com
par
iso
n
t
o
oth
e
r
us
e
rs.
T
he
ta
ble
li
sts
th
e
us
e
rs
i
n
the
orde
r
of
points
they
colle
ct
ed
in
the
gam
e.
By
sh
owin
g
th
ei
r
po
i
nts
relat
ive
to
wh
at
ot
her
us
e
rs
acc
om
plished
,
t
he
us
e
r
m
a
y
strive
t
o
acc
om
plish
the task
[14]
.
F
or
t
he
syst
em
,
we
will
intr
oduc
e the leader
bo
ard
s t
o
the st
udents and let
the
stud
e
nts kn
ow that
a
le
ader
boa
rd
would
be
dis
pl
ay
ed
for
each
of
the
assi
gnm
ents
in
the
le
arn
i
ng
m
anage
m
ent
syst
e
m
.
The
syst
e
m
m
anag
e
these
as
sig
nm
ents
an
d
trac
ke
st
ud
e
nts’
ac
com
plish
m
ent
of
these
a
ssig
nm
ents
an
d
thei
r
po
i
nts
for
eac
h
assi
gnm
ent.
O
nce
the
assig
nm
ents
are
m
ark
ed
a
nd
the
points
are
c
al
culat
ed,
t
he
l
eader
boar
ds
wi
ll
be
updated
by
the
syst
e
m
and
re
ady
to
be
displ
ay
ed
to
the
st
ud
e
nts.
It
can
m
ot
ivate
us
ers
as
they
are
a
ble
to
com
par
e their
po
i
nts
with
othe
rs
.
4.
MU
LT
I
MEDI
A
EL
EME
NT
S
Mult
i
m
edia
ele
m
ents
is
a
ver
y
powe
rful
m
odule
f
or
a
ny
kind
of
prese
nt
at
ion
interfac
e
nowa
days.
These
el
em
ent
s
help
facil
it
at
e
the
le
arn
in
g
process
an
d
has
bec
om
e
increasin
gly
pr
e
valent
in
ed
uc
at
ion
al
set
ti
ng
[
15
]
.
T
he
com
ponen
t
s
of
m
ultim
ed
ia
con
sist
of
a
com
bin
at
ion
of
te
xt,
a
udio,
im
ages,
dr
a
wings
,
anim
a
ti
on
,
vide
o,
a
nd
inte
rac
ti
vity
[16]
,
[17
]
.
These
el
em
ents
gi
ve
si
gn
ifi
cant
im
pact
in
assist
ing
t
he
te
ac
hing
and
le
a
rn
i
ng
proces
s.
T
he
use
of
grap
hics
c
an
hel
p
to
at
tr
act
and
m
otivate
as
well
as
im
pr
ov
e
m
e
m
o
ries
of
le
arn
er
s
[18]
.
A
m
ultim
edia
app
li
cat
io
n
m
a
y
require
au
di
o
or
s
ound
t
o
at
tract
le
arn
e
rs
[
19
]
.
T
he
pur
po
s
e
of
us
in
g
form
te
xt
is
to
giv
e
e
ffec
t
to
the
pe
rc
eptions
a
nd
to
highli
gh
t
the
i
m
po
rtance
of
an
in
f
or
m
at
ion
to
th
e
us
ers
[20]
.
Th
e
us
e
of
te
xt
in
the
de
velo
pm
ent
of
this
syst
e
m
is
to
giv
e
instru
ct
io
n
an
d
inf
or
m
at
ion
to
us
e
rs
su
c
h
as
stu
dent
prof
il
es,
poin
ts,
re
ports,
an
d
m
or
e.
Im
ages
an
d
il
lustrat
io
ns
a
re
al
s
o
us
e
d
as
instr
uctio
n
a
nd
inf
or
m
at
ion
graph
ic
al
ly
su
ch
as
stud
e
nt
i
m
a
ge,
ba
dges,
ic
on,
an
d
m
or
e.
The
hype
rlin
k
is
us
ed
in
this
s
yst
e
m
as an
ico
n,
gr
a
ph
ic
or text i
n
t
he
syst
em
that li
nk
s t
o
a
no
t
he
r
file
or ob
j
ect
.
5.
LE
ARNING
THE
ORI
ES
Moti
vational theory
n
ee
ds
to be appli
ed
duri
ng
the a
ppli
cat
ion
d
e
vel
op
m
ent as teac
hing an
d
le
ar
ning
gu
i
delines.
It
will
al
low
the
us
e
of
li
m
i
te
d
so
urces
t
o
be
m
or
e
eff
ect
ive.
The
t
heory
th
at
will
be
co
nsi
der
e
d
in
the d
e
velo
pm
ent of t
he
syst
e
m
d
esi
gn
is Sel
f
-
Determ
inati
on
T
he
or
y
.
5
.
1.
Self
Det
er
mi
na
ti
on
T
he
ory
Self
-
Determ
inati
on
The
ory
(
SD
T
)
is
a
theor
y
of
m
otivat
ion
.
It
is
con
c
ern
e
d
with
s
uppo
rting
our
intrinsic
te
nde
ncies
to
beh
a
ve
in
eff
ect
iv
e
ways.
S
DT
ha
s
bee
n
pract
ic
ed
by
m
any
research
e
rs
a
rou
nd
t
he
g
lo
be
f
or
a
pp
l
ic
at
ion
s
su
c
h
as
edu
cat
io
n,
healt
hcar
e
,
sports
an
d
e
xer
c
ise
,
organ
iz
at
i
on,
an
d
m
or
e.
Self
-
Determ
inati
on
The
or
y
ref
e
rs
the
sugg
e
sti
on
t
hat
al
l
hu
m
ans
are
m
otivate
d
by
a
dr
ive
to
s
el
f
-
dete
rm
ine
a
path
of
li
fe
for
the
m
se
lves.
This
i
s
done
by
m
ee
t
ing
th
ree
nee
ds:
feeli
ng
c
ompete
nt
in
t
he
ta
sk
s
yo
u
at
te
m
pt
[21],
feeli
ng
t
hat
yo
u
ha
ve
acc
ompli
sh
e
d
th
os
e
t
asks
with
ou
t
t
he
in
flue
nce
of
ot
her
s
[
21
]
,
[
22
]
,
a
nd
feeli
ng
that
your
li
fe
is
co
nn
ect
e
d
to
t
hose
ar
ound
yo
u
[21].
S
DT
defi
nes
tw
o
ty
pes
of
co
nce
pt
s
of
m
otivati
on
th
at
ar
e
intrinsic,
w
hic
h
ref
e
rs
t
o
th
ose
three
need
s
,
and
e
xtrin
sic
,
wh
ic
h
is
a
m
otivati
on
that
is
i
nf
l
uen
ce
d
by
e
xter
nal
so
urces
s
uch
a
s
fam
e,
m
on
ey,
gr
a
des,
a
nd
prai
se.
A
repo
rt
fr
om
pr
evi
ou
s
researc
her
s
in
SD
T
ha
s
show
n
that
intrinsic
a
nd
e
xtrin
sic
m
otiv
at
ion
s
w
ork
t
oget
he
r.
The
in
trinsic
oc
cu
rs
wh
e
n
ta
s
ks
ha
ve
been
inter
na
li
zed,
wh
e
reas
e
xtrinsi
c
is
m
os
t
su
itable
to
us
e
to
get
pe
op
le
to
t
ry
new
ta
s
ks
[
23
]
.
S
DT
ca
n
be
us
e
d
to
int
r
oduce
a
per
s
on
to
s
ome
thing
t
hey
do
n’
t
ha
ve
a
ny
pract
ic
al
know
l
edg
e
ye
t
so
t
ha
t
they
dev
el
op
intri
ns
ic
m
ot
ivati
on
la
te
r.
Ba
sed
on
the
sel
f
-
dete
rm
inati
on
theo
ry,
we
s
ugge
st
that
m
eaning
f
ul
gam
ific
at
ion
de
sig
n
s
houl
d
ha
ve
three
basic
pr
operti
es:
feeli
ng
that
you
ha
ve
accom
plished
t
ho
s
e
ta
sk
s
wit
hout
the
i
nf
l
ue
nce
of
oth
e
rs,
f
eel
ing
com
petent
in
t
he
ta
sk
s
yo
u
at
tem
pt,
and
fe
el
ing
that
your
li
fe
is
connec
te
d
to
tho
se
ar
ound
you.
Th
us,
this
theo
ry is s
uitab
le
to
enc
oura
ge
m
otivati
on
and e
ng
a
gem
ent d
uri
ng t
he
le
ar
ning
process
.
6.
RESU
LT
A
N
D DIS
CUSSI
ON
The
m
ai
n
finding
o
f
this
re
s
earch
is
a
co
nc
eptual
f
ram
e
work
for
de
sign
i
ng
Gam
ified
Lear
ning
Ma
nag
em
ent
Syst
e
m
fo
r
LI
NUS
stud
e
nts.
The
propose
d
co
ncep
t
ual
fr
am
ewo
r
k
wi
ll
be
validat
ed
us
in
g
prototypi
ng appr
oac
h.
Evaluation Warning : The document was created with Spire.PDF for Python.
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
IS
S
N:
25
02
-
4752
A
Co
ncep
t
ua
l
Framew
or
k
for
Gam
if
ie
d Lea
r
ning M
anage
m
ent S
y
ste
m
…
(
Syadia
h
N
or
W
an Sh
am
s
uddi
n
)
1383
In
s
umm
ary,
by
adap
ti
ng
the
theor
ie
s
,
li
te
ratur
e
re
view
,
the
co
n
ce
ptu
al
fr
am
ewo
r
k
pr
opose
d
wer
e
app
li
ed
i
n
the
dev
el
op
m
ent
ph
a
se.
T
he
syst
e
m
is
us
ed
by
te
achin
g
te
achers
.
Teac
he
rs
will
show
s
tud
e
nt
pro
gr
ess
an
d
th
ei
r
posit
ion
in
l
eader
boar
ds
ba
sed
on
the
poin
ts
and
ba
dges
r
egu
la
rly
befo
re
each
cl
ass
be
gi
ns
.
It can
m
oti
vate
u
se
rs
as
they a
re a
ble to c
ompare
their
point
s w
it
h ot
her
s
.
Figure
2
a
nd
3
sho
w
us
er
int
erf
ace
of
reg
ist
rati
on
an
d
lo
gin
.
Use
rs
nee
d
t
o
reg
ist
er
wit
h
the
syst
em
befor
e
they ca
n
lo
gin i
nto t
he
syst
e
m
.
Figure
2.
Use
r i
nterf
ace
of
use
r
re
gistrati
on
Figure
3
.
Use
r i
nterf
ace
of
use
r
lo
g
i
n
Stud
e
nts
ca
n
vi
ew
their
pro
file
an
d
progress
on
the
st
udent
repor
t
a
s
s
how
n
in
F
ig
ur
e
4
a
nd
5
.
T
hey
can
view
the badg
e
they
ha
ve
earn
e
d
and
the
ir
po
sit
io
n
in
the
cl
ass.
The
s
el
f
-
dete
rm
inatio
n
the
or
y
are
a
pp
li
ed
on
this
pag
e
.
W
it
h
this
su
m
m
ary
repor
t,
stud
e
nts
ca
n
c
re
at
e
new
ta
r
gets
to
ea
rn
ot
her
avail
able
badges
a
nd
po
i
nts.
T
his
wi
ll
ind
irect
ly
inc
rease thei
r
e
nthusiasm
f
or
lea
r
ning.
Evaluation Warning : The document was created with Spire.PDF for Python.
IS
S
N
:
2502
-
4752
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci,
Vo
l.
12
, N
o.
3
,
Dece
m
ber
2
01
8
:
1
3
8
0
–
1
3
8
5
1384
Gam
ific
ation
el
e
m
ents
are
a
pp
li
ed
to
GL
MS.
Lea
derb
oa
rd
s
are
us
e
d
to
dis
play
the
ind
i
vidual’s
perform
ance co
m
par
ed
to
othe
r
us
e
rs.
In
t
he
leader
bo
a
rd
t
he
re ar
e
in
form
a
ti
on
abo
ut students which is,
po
i
nts
and num
ber
of
badges
they ea
rn
e
d
as
s
how
n i
n
F
ig
ure
6.
Figure
4
.
Use
r i
nterf
ace
of st
udent
pro
file
Figure
5
.
Use
r i
n
te
rf
ace
of st
udent
re
ports
Figure
6
.
Use
r i
nterf
ace
of lea
derb
oard
of m
a
them
a
ti
cs 1
Evaluation Warning : The document was created with Spire.PDF for Python.
Ind
on
esi
a
n
J
E
le
c Eng &
Co
m
p
Sci
IS
S
N:
25
02
-
4752
A
Co
ncep
t
ua
l
Framew
or
k
for
Gam
if
ie
d Lea
r
ning M
anage
m
ent S
y
ste
m
…
(
Syadia
h
N
or
W
an Sh
am
s
uddi
n
)
1385
7.
CONCL
US
I
O
N
This
resea
rc
h
will
create
t
he
f
undam
ental
com
po
nen
ts
in
de
velo
ping
the
Gam
ifi
ed
Le
ar
ning
Ma
nag
em
ent
Syst
e
m
fo
r
LI
NUS
St
ud
e
nts
.
It
is
ho
ped
t
hat
th
rou
gh
th
is
m
e
tho
d,
it
can
pro
vid
e
a
m
or
e
enjoyable le
a
rni
ng
tec
hn
i
que f
or the
us
e
rs
as
well
as to
assis
t t
he
le
ar
ning
proces
s in
futu
r
e.
ACKN
OWLE
DGE
MENT
The
a
uthors
w
ou
l
d
li
ke
to
e
xpress
t
heir
grat
it
ud
e
to
the
Faculty
of
I
nfor
m
at
ic
s
and
Com
pu
ti
ng,
Un
i
ver
sit
i o
f S
ultan Zai
nal Abidin
(U
niSZA) fo
r
the
sup
port and
facil
it
ie
s
provide
d.
REFERE
NCE
S
[1]
Dete
rding
,
S.
,
Dixon,
D.
,
Kh
al
ed
,
R.
,
&
Na
cke
,
L
.
From
game
design
element
s
to
gam
ef
uln
ess:
def
in
i
ng
gamifi
cation
.
In
Proce
edi
ngs
of
t
he
15th
Inte
rn
at
i
onal
Aca
demi
c
MindTre
k
Confe
ren
ce:
Envi
sioni
ng
Future
Media
Envi
ronm
ent
s. T
ampere
.
2011:
9
-
15.
[2]
Giang,
V.
“G
amifi
cation”
Tec
hnique
s
Inc
reas
e
Y
our
Employ
e
es’
Abi
l
it
y
to
Le
arn
By
40%
.
20
13.
Retriev
ed
fr
om
Business
Insider
:
htt
p
:/
/ww
w.busine
ss
insider.c
om
/ga
m
ifica
t
i
on
-
te
chn
ique
s
-
in
cre
ase
-
y
our
-
emplo
y
ee
s
-
ab
il
i
t
y
-
to
-
le
arn
-
by
-
40
-
201
3
-
9/
?
IR=
T/
.
[3]
Le
an
ing,
M.
A
stud
y
of
the
u
se
of
games
an
d
gamific
a
ti
on
to
enha
n
ce
stud
en
t
eng
age
m
ent,
expe
ri
ence
an
d
ac
hi
eve
m
ent
on
a
the
or
y
-
b
ase
d
c
ourse
of
an
und
erg
rad
ua
te
m
edia
degr
e
e.
Journal
of
Me
d
ia
Pra
ct
i
ce
.
2015
;
16(
2):
155
-
170.
[4]
Sw
ac
ha
J.
An
A
rchit
e
ct
ure
of
a
Gam
if
ie
d
Learni
ng
Manage
ment
Syste
m
.
In
te
rn
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