Undergraduate Dental Student’s Perceptions of the Effectiveness of Gamified Biochemistry Module (Persepsi Pelajar Prasiswazah Jurusan Pergigian terhadap Keberkesanan Pembelajaran Biokimia Secara Gamifikasi)

Abstract

Gamified learning activities in higher education has gained significant interest in recent years. Despite less evidence on the effectiveness, gamification of basic science subjects is suggested to benefit both educators and students compared to the conventional learning method. This cross-sectional study investigated the perception of 52 dental undergraduate students in the School of Dental Sciences, Universiti Sains Malaysia towards gamification in learning, towards the effectiveness of a biochemistry gamified teaching module, and assess the association between the effectiveness of the module and positive gamified learning outcomes. Overall, students perceived gamification to improve their understanding of topics and eased the learning process, encouraged them to participate in the discussion, and further stimulated their learning capacity through an appropriate variety of methods used. They also have positive perception towards the effectiveness of the module. A significant association was recorded between an effectively designed module and the learning environment's stimulation. In conclusion, students viewed gamification as having a positive effect on their learning progress and interpersonal skills. This study adds evidence that gamified modules are well-received by 21st-century students in delivering the course content and have huge potential for application in higher education.Key Words: Gamification, Biochemistry, Higher Education, Attitude, Perceptions Gamifikasi pembelajaran di institusi pengajian tinggi telah mendapat perhatian sejak beberapa tahun kebelakangan ini. Walaupun kurang bukti terhadap keberkesanannya, gamifikasi mata pelajaran sains asas dicadangkan dapat memberi lebih manfaat kepada pendidik dan pelajar berbanding kaedah pembelajaran konvensional. Kajian tinjauan ini mengenalpasti persepsi 52 pelajar Sarjana Muda Pergigian di Pusat Pengajian Sains Pergigian, Universiti Sains Malaysia terhadap gamifikasi dalam pembelajaran, module gamifikasi pembelajaran, dan menguji kaitan antara keberkesanan modul dan hasil pembelajaran positif. Secara keseluruhan, pelajar bersetuju gamifikasi meningkatkan pemahaman mengenai topik dan memudahkan proses pembelajaran, mendorong pelajar untuk mengambil bahagian dalam perbincangan, dan meningkatkan keupayaan mereka untuk belajar melalui pelbagai kaedah yang sesuai digunakan. Pelajar juga mempunyai persepsi yang positif terhadap keberkesanan modul. Perancangan modul yang baik didapati mempunyai kaitan yang signifikan dengan stimulasi persekitaran pembelajaran. Kesimpulannya, pelajar menunjukkan persepsi yang positif terhadap gamifikasi, serta sumbangannya kepada kemajuan pembelajaran dan kemahiran interpersonal mereka. Kajian ini menyumbangkan bukti bahawa modul gamifikasi diterima baik oleh pelajar-pelajar abad ke-21 dalam menyampaikan kandungan kursus dan memiliki potensi besar untuk aplikasi pengajaran  di institusi pengajian tinggi.Kata Kunci: Gamifikasi, Biokimia, Pengajian Tinggi, Sikap, Persepsi