Gamifikasi Sistem Pemantauan Kinerja Mahasiswa dalam Mencapai Kelulusan Tepat Waktu

  • Michael Joseph Kurniawan Bina Nusantara University
  • Gunawan Wang Bina Nusantara University

Abstract

Institusi pendidikan tinggi selalu berdedikasi untuk memberikan nilai tambah bagi para mahasiswa yang berpartisipasi untuk lulus tepat waktu. Pada kenyataannya, banyak mahasiswa sarjana yang belum memenuhi satu atau lebih persyaratan kelulusan dalam perjalanannya. Pelacakan informasi tersebut juga tidak selalu tepat waktu dan membutuhkan pengumpulan informasi dari berbagai sumber yang ada. Untuk memastikan mahasiswa lulus tepat waktu, pembimbing akademik membutuhkan sistem pemantauan yang terintegrasi dan terkini untuk mengidentifikasi kinerja mahasiswa dalam mencapai kelulusan tepat waktu. sebelum periode pembelajaran yang sesuai telah berakhir. Sistem pemantauan khusus ini dapat menjadi dasar bagi staf pengajar untuk memberikan bantuan kepada mahasiswa secara akurat berdasarkan persyaratan kelulusan yang belum terpenuhi. Di sisi lain, gamifikasi telah diketahui dapat mengurangi waktu belajar sekaligus meningkatkan pengakuan. Dalam penelitian ini, gamifikasi digunakan dengan MDA Framework dengan merancang sistem pemantauan yang memungkinkan staf pengajar untuk menemukan dan mengklasifikasikan mahasiswa sarjana dengan lebih sederhana berdasarkan kinerja setelah mencapai kelulusan tepat waktu dan juga mendapatkan insentif. Hasilnya, gamifikasi membuat pengumpulan informasi menjadi lebih mudah dan mendukung pengambilan keputusan pembimbing akademik untuk membantu mahasiswa sarjana dalam mencapai kelulusan tepat waktu terkait persyaratan kelulusan yang belum terpenuhi dengan bantuan kuadran pemantauan dan leaderboard. Penelitian ini telah mengungkapkan potensi untuk menerapkan gamifikasi dalam kasus-kasus lain pada skenario pencapaian tujuan selain kelulusan tepat waktu.

Kata kunci: Gamifikasi, MDA Framework, Pemantauan Kinerja, Kelulusan Tepat Waktu

References

[1] Q. Quacquarelli Symonds, “2024 Rankings Cycle,” QS Quacquarelli Symonds, 2023. https://support.qs.com/hc/en-gb/articles/6478203732380 (accessed 2023).
[2] H. Taherdoost, “An Overview of Trends in Information Systems: Emerging Technologies that Transform the Information Technology Industry,” Cloud computing and data science, pp. 1–16, Aug. 2022, doi: https://doi.org/10.37256/ccds.4120231653.
[3] D. Luhukay, F. Lumban Gaol, and H. Prabowo, “SUCCESSION PLANNING TECHNOLOGY TRENDS AND THE INFLUENCING FACTORS: A SYSTEMATIC LITERATURE REVIEW,” vol. 101, no. 4, 2023, Available: https://www.jatit.org/volumes/Vol101No4/20Vol101No4.pdf
[4] E. Parry and V. Batista, “The impact of emerging technologies on work: a review of the evidence and implications for the human resource function | Emerald Insight,” Emerald Open Research, vol. 1, no. 4, p. -, 2023, doi: https://doi.org/10.1108//EOR.
[5] T. Banks and J. Dohy, “Mitigating Barriers to Persistence: A Review of Efforts to Improve Retention and Graduation Rates for Students of Color in Higher Education,” Higher Education Studies, vol. 9, no. 1, p. 118, Jan. 2019, doi: https://doi.org/10.5539/hes.v9n1p118.
[6] S. Grassini, “Shaping the Future of Education: Exploring the Potential and Consequences of AI and ChatGPT in Educational Settings,” Education Sciences, vol. 13, no. 7, pp. 692–692, Jul. 2023, doi: https://doi.org/10.3390/educsci13070692.
[7] N. Zeybek and E. Saygı, “Gamification in Education: Why, Where, When, and How?—A Systematic Review - Nilüfer Zeybek, Elif Saygı, 2024,” Games and Culture, 2024. https://journals.sagepub.com/doi/abs/10.1177/15554120231158625 (accessed Mar. 05, 2024).
[8] A. Christopoulos and Stylianos Mystakidis, “Gamification in Education,” Encyclopedia, vol. 3, no. 4, pp. 1223–1243, Oct. 2023, doi: https://doi.org/10.3390/encyclopedia3040089.
[9] W. Oliveira et al., “Tailored gamification in education: A literature review and future agenda,” Education and Information Technologies, vol. 28, no. 1, pp. 373–406, Jun. 2022, doi: https://doi.org/10.1007/s10639-022-11122-4.
[10] J. Hamari, Z. Legaki, and N. Xi, “Gamification.” Available: https://trepo.tuni.fi//bitstream/handle/10024/149091/Introduction_to_the_Minitrack_on_Gamification.pdf?sequence=1
[11] W. Ribkah and G. Wang, “ANALYSIS OF GAMIFICATION FOR TRAINER PERFORMANCE USING MDA FRAMEWORK AND ARCS MODEL,” ResearchGate, Mar. 15, 2022. https://www.researchgate.net/publication/362066410_ANALYSIS_OF_GAMIFICATION_FOR_TRAINER_PERFORMANCE_USING_MDA_FRAMEWORK_AND_ARCS_MODEL (accessed Apr. 04, 2023).
[12] K. Degirmenci and M. H. Breitner, “Gamification and sensory stimuli in eco-driving research: A field experiment to reduce energy consumption in electric vehicles,” Transportation Research Part F: Traffic Psychology and Behaviour, vol. 92, pp. 266–282, Jan. 2023, doi: https://doi.org/10.1016/j.trf.2022.10.014.
[13] R. Maria, L. Rosalina, Larissa, and H. Meijon, “How Has Gamification in the Production Sector Been Developed in the Manufacturing and Construction Workplaces?,” Buildings, vol. 13, no. 10, pp. 2614–2614, Oct. 2023, doi: https://doi.org/10.3390/buildings13102614.
[14] G. Ismagilova, E. Lysenko, and Alexey Bozheskov, “Gamification in Industry: Simulation-Game Modeling of Production Processes,” Lecture notes in networks and systems, pp. 231–245, Jan. 2023, doi: https://doi.org/10.1007/978-3-031-48020-1_19.
[15] N. M. Tuah, F. Ahmedy, A. Gani, and L. N. Yong, “A Survey on Gamification for Health Rehabilitation Care: Applications, Opportunities, and Open Challenges,” Information, vol. 12, no. 2, p. 91, Feb. 2021, doi: https://doi.org/10.3390/info12020091.
[16] A. Ferriz-Valero, O. Østerlie, S. García Martínez, and M. García-Jaén, “Gamification in Physical Education: Evaluation of Impact on Motivation and Academic Performance within Higher Education,” International Journal of Environmental Research and Public Health, vol. 17, no. 12, p. 4465, Jun. 2020, doi: https://doi.org/10.3390/ijerph17124465.
[17] S. S. Babu and A. D. Moorthy, “Application of artificial intelligence in adaptation of gamification in education: A literature review,” Computer Applications in Engineering Education, Sep. 2023, doi: https://doi.org/10.1002/cae.22683.
[18] M. S. Castellano et al., “Empowering human anatomy education through gamification and artificial intelligence: An innovative approach to knowledge appropriation,” Clinical Anatomy, vol. 37, no. 1, pp. 12–24, Jul. 2023, doi: https://doi.org/10.1002/ca.24074.
[19] M. Kanazawa, “108 Gamification Elements and Mechanics,” Mambo Enterprise Gamification Software, Jan. 23, 2022. https://mambo.io/blog/gamification-elements-and-mechanics (accessed Mar. 05, 2024).
[20] H. R. Saeidnia, M. Kozak, B. Elango, and H. Keshavarz, “Redesigning library websites using the MDA framework | Emerald Insight,” Library Hi Tech News, vol. ahead-of-print, no. ahead-of-print, p. -, 2023, doi: https://doi.org/10.1108//LHTN.
[21] R. Junior and Silva, “Redefining the MDA Framework—The Pursuit of a Game Design Ontology,” Information, vol. 12, no. 10, pp. 395–395, Sep. 2021, doi: https://doi.org/10.3390/info12100395.
[22] M. LeBlanc, “The collected game design rants of Marc LeBlanc,” 8kindsoffun.com, 2024. http://algorithmancy.8kindsoffun.com/ (accessed Mar. 07, 2024).
[23] R. Bartle, “Hearts, clubs, diamonds, spades: Players who suit MUDs,” ResearchGate, Jun. 1996. https://www.researchgate.net/publication/247190693_Hearts_clubs_diamonds_spades_Players_who_suit_MUDs (accessed Mar. 09, 2024).
[24] J. Kumar, “Gamification at Work: Designing Engaging Business Software,” ResearchGate, Jul. 21, 2013. https://www.researchgate.net/publication/262312974_Gamification_at_Work_Designing_Engaging_Business_Software (accessed Mar. 09, 2024).
Published
2024-05-11