DEVELOPING A GAMIFICATION-BASED INTERACTIVE
THESAURUS APPLICATION TO IMPROVE ENGLISH LANGUAGE
VOCABULARY: A CASE STUDY OF UNDERGRADUATE STUDENTS
IN MALAYSIA
1
ISSA R. MCHUCHA, 2ZAMHAR I. ISMAIL, 3ROSE P. TIBOK
Universiti Malaysia Sabah, Malaysia
E-mail: [email protected], [email protected], [email protected]
Abstract— The acquisition of new vocabulary in a second language requires a series of repeated exposure. With emerging
digital platforms and games such exposure can easily be provided. Due to the prevalence and ease of access of mobile
technology learners have demonstrated a high degree of dependence on digital tools such as smartphones for learning as
compared to the traditional approach. This study aims to explore whether a gamification-based interactive thesaurus app could
be used to improve the level of English language vocabulary among students in a public university in Malaysia. Five
participants (two males and three females) from four different Faculties were selected as interview participants from an
English proficiency class of 22 students. Two of the participants were from the Faculty of International Relations and the other
3 from the Faculties of Forestry, Nature Parks and Recreation, Forest Plantation and Agroforest. Each student was required to
respond to a set of eleven open-ended interview questions structured to examine their perception towards digital and mobile
learning as well as game-based learning. The findings indicated that students (1) preferred the use of mobile learning over the
traditional approach, (2) preferred online platforms rather than mobile apps, and (3) acquire vocabulary through watching
movies and listening to music. The study also showed that despite the learners having had experience using thesaurus apps,
they had very little knowledge about game-based learning. This suggests that lecturers should focus more on the explicit use
of mobile digital technology in language learning. Incorporating gamification in the learning process of a foreign language is
a issue that requires in-depth analysis and thought.
Index Terms— Game-based learning, language learning, mobile learning, vocabulary learning strategies.
learning, and facilitates an environment that
contributes towards enhanced motivation in learning a
subject. Since the younger generation spends a
proportionately large amount of their time interacting
with digital tools or games, it is important for
educators to realise the value of incorporating
technological elements into their teaching and
learning (Yaman et al., 2015).
I. INTRODUCTION
The rapid evolution of digital technology has
infiltrated into many aspects of daily life. Advances
and progress in this field have brought about
simplicity and automation in various sectors such as in
industries, businesses and recently in education.
Activities which in the past would take days or even
months to complete are can now be attended to in a
matter of hours or even minutes. Advancement in
technological know- how and its application has
resulted in increased efficiency of product delivery and
also shortened the duration between production to
market points. However, in education, incorporating
technology in the teaching and learning has
encountered various resistance and reluctance with
the actual benefits of e-learning an on-going debate in
the academic circle. Among these contentions is
whether approaches such as e-learning or Computer
Aided Learning (CAL) could deliver similar effects as
traditional teaching and learning methodologies.
An estimated 72% of American households play
computer and video games with 82% of these gamers
comprised of youths aged 18 years or older
(Entertainment Software Association, as cited in
Yunus et al., 2012). Therefore, as research studies
have indicated, the idea of incorporating technology
into education is ideal. However, despite showing
great impact in education, technology itself cannot
serve as a means to ensure that pedagogical
significance and learning objectives are met. Recent
research studies have proposed the concept of
integrating gamification in education as a means of
boosting specifically the learning experience and
motivation.
A study by Yaman et al. (2015) for instance argues
that technology has become a necessary part of
modern life even in the classroom. As opposed to
traditional teaching and learning, digital technology
provides learners with interaction and social-based
In this article, an in-depth discussion on the
pedagogical significance of using gamified apps in the
learning of English language vocabulary is presented.
Proceedings of 64th ISERD International Conference, Seoul, South Korea, 18th-19th January 2017, ISBN: 978-93-86291-90-5
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Developing a Gamification-Based Interactive Thesaurus Application to Improve English Language Vocabulary: A Case Study of Undergraduate
Students in Malaysia
According to Graddol (2006, as cited in Meyer, 2013),
the teaching of English is becoming a growing focus
in many developing nations since the language is
considered to be a key competence in the Information
era.
Alemi
(2010)
reports
a
growing
acknowledgement of the use of games as an effective
way to facilitate vocabulary learning and build up
classroom motivation. Incorporating gamification
could hence bring about improvements in the field of
language learning. As this research has demonstrated,
the inclusion of a game-based Thesaurus app could
attract learners, facilitate motivation and enhance the
language learning acquisition process.
made available to complement the language learning
process (Shimodaira, Shimodaira & Kunifuji, 2006).
According to Eaton (as cited in Parvin & Salam,
2015), the digital era has altered the definition of
language learning to become vastly different from that
of the mid to late 20th century. Language learning in
the 21st century “...focuses on cultural knowledge as
means to communicate around the globe, rather
than…on memorisation, grammar or learning from
rote which most of the time the learners won’t be able
to get the meaning or significance of the lesson.”
Parvin & Salam (2015) concur that the use of
technology could be an assistive way towards
enhancing language learning.
II. LITERATURE REVIEW
Technology has become a necessary part of modernday life even in the classroom with technological tools
helping to cultivate a culture of learning (Yaman et
al., 2015; Tuan & Doan, 2010). Compared to
traditional teaching and learning, the digital
technology era provides learners with interactions and
social-based learning. However, Bester and Brand (as
cited in Yaman, Şenel & Yeşilel, 2015) stress that
technology should be solely used as an assistive agent
to promote and enhance the learning experience as it
could or should in no way replace the essence of
teachers in the classroom. This research will examine
the assistive function of gamification elements
incorporated into a smart-phone based language
learning apps as the key discussion of this article.
A. Technology in Foreign Language Learning
Educators have become more aware of the benefits of
the emerging mobile technology in terms of the
support it could offer learners of a foreign language
such as assisting the learning through a self-paced and
self- accessed mode. However, as pointed out by Liu et
al. (2014), despite the advantages, there are many
aspects yet to be investigated to verify the efficacy of
employing such technology into teaching and
learning. Although there is a lack of scholastic
evidence to confirm the usefulness of using such
devices in enriching learning, there is awareness that
incorporating some technological tools like the iPod
into the learning experience could result in very
significant improvements despite the challenges posed
(Liu, Navarrete, Maradiegue & Wivagg, 2014).
With disruptive technology and numerous resources it
is necessary that teachers are aware of how these
advances might be used to enhance language teaching
and learning. This study however has noticed that the
usefulness of games in enhancing motivation and
vocabulary acquisition lies in its ability to help
teachers create contexts in which the language is both
useful and meaningful (Tuan and Doan, 2010).
21st-century technology has become an integral part
of our lives. As posited by Lin and Nzai (2014), by
“…building a digital bridge connecting people around
the world, technology has ushered in a new era of
special education without limit of time and space.”
The presence of smartphones and tablets has
broadened the possibility of ease in learning a foreign
language. Apps focused on second language
acquisition (SLA) are used by many university
graduates around the world nowadays (Campos &
Freitas, 2015) due in part to the ability of smartphones
in creating or providing a means to learn anywhere
and anytime for the present generation of learners.
Likewise, the availability of many apps as well as
internet connectivity has enabled learning and
teaching to occur beyond classroom (Kanchana &
Prativa, 2015).
Shimodaira et al. (2006) argue that the increased
global interest in the learning of English has in fact
served to stimulate the use of technology into that
aspect of learning and accelerate the development of
computer software and desktop applications for
learners with electronic dictionaries and thesauruses
B. ICT versus English Language Learning
Although many students understand the need and
benefits of using ICT to learn the English language,
there is a need to educate learners about the rightful
use of ICT devices (Yunus, Lubis & Lin, 2009).
Students have been found to spend much of their time
surfing the internet rather than learning; although
technology could bring about learning freedom and
enhance collaboration among students, teachers,
researchers and specialists, there is a need to ensure
this group of users utilise or maximise the proper use
of the technology.
More important perhaps is the need to instill
awareness of the vast potential of ICT in enabling
students learn grammar and vocabulary at their own
pace. The gamification element serves as a drawing
Proceedings of 64th ISERD International Conference, Seoul, South Korea, 18th-19th January 2017, ISBN: 978-93-86291-90-5
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Developing a Gamification-Based Interactive Thesaurus Application to Improve English Language Vocabulary: A Case Study of Undergraduate
Students in Malaysia
point to motivate students to spend more time
learning, provides students with richer learning
opportunities (Mohamad & Muniandy, 2014) and at
the same time turns that learning time into fun
moments (Yunus et al., 2009).
environment whereby vocabulary is highlighted as an
important part of a language as well as the core or
basis of linguistic abilities.
Despite this however, the study of vocabulary is
oftentimes sidelined in language teaching and
learning research. According to Wilkins (as cited in
Hu Hai-peng & Deng Li-jing, 2007), “linguists have
had remarkably little to say about vocabulary and one
can find few studies which could be of any practical
interests for language teachers”. Even so,
Saengpakdeejit (2014) opines that learners could
significantly improve their language competence by
developing their ability to use vocabulary learning
strategies (VLSs).
As the research has suggested, transforming into a
mobile-based approach could be a means of jumpstarting or fostering learning motivation and
enhancing learning outcomes.
C. Mobile learning (m-learning)
Mobile learning has in recent years become very
signifcant due to an increase in smartphone users,
usage and technological enhancement. Hasegawa et
al. (2015) argue that there is a discontinuation of
learning when it comes to grasping English
vocabulary; this could be due either to a lack of
motivation or the fact that learners are more focused
on the enjoyment element rather than the learning.
Hence the need to develop a gamification tool that
could sustain the motivation for learning English
vocabulary. This premise is supported in the study by
the works of Evans (2008) which point to
mobile-learning as demonstrating greater effect than
textbooks as revision tools with learners finding them
more efficient than own notes in helping them learn
(as cited in Hasegawa et al., 2015).
In addition, Nayan and Krishnasamy (2015) highlight
the usefulness of vocabulary learning strategy as key
towards the successful learning of a foreign language.
Their study found that learners with limited
vocabulary faced difficulty in conveying their message
to others or communicating their ideas in the second
language. Xhaferi (as cited in Nayan & Krishnasamy,
2015) discusses the shallow and deep strategies
employed by these learners; those who skip unknown
words would be those who employ the shallow
strategies whereas learners who employ deep
strategies tend to learn slowly and this in turn helps
them retain information.
D. Vocabulary Learning Strategies
Vocabulary acquisition is an essential part of language
learning since it is a main component of language
proficiency and determines how well learners read,
speak, listen and write (Lai Mei and Wan Azman,
2015). Likewise, according to Noroozloo et al. (2015),
words are deemed to be the building blocks of any
language with the significant role of vocabulary in
expressing our thoughts undeniable. Having limited
vocabulary often hinders students from mastering the
four language skills. A cohesive and rigorous
vocabulary bank is therefore an important attainment
in any language as well as the basis of linguistic
abilities (Bahadorfar, 2013).
Vocabulary learning is not only a highly individual
task that takes place often outside of the classroom but
also one that is continued over many years if not
lifelong (Marburg, 2015). In theory, apps - like their
desktop predecessor software- can play an important
role in supporting this learning process by various
means. Although some teachers of English see
language games as time consuming, games have a
special role in any foreign language teaching
programme because they facilitate the learning
especially among young learners (Arikan, &
Yolageldili, 2011).
E. Gamification
Osheim (2013) defines gamification as a strategy that
employs game mechanics, techniques, and theory in
areas that traditionally are not set up to function like a
game. Prensky (2001, as cited in Osheim, 2013)
labels the generation born in the 1990s as the Games’
Generation, a generation which spends a large portion
of time playing with digital devices and games.
Similarly, McGonigal’s (2011) study perceives games
as “an ultimate solution to fostering language learning
acquisition, however, gamification is by no means a
guarantee for a higher GPA, but as a strategy to
emphasise learning and potential for real and
Past research has indicated the first headache or
difficulty encountered by students learning a foreign
language is usually in remembering words
(Bahadorfar, 2013; Hu Hai-peng & Deng Li-jing,
2007). Vocabulary size is an important standard to
evaluate a learner’s level of English proficiency;
without an adequate vocabulary depository, a second
language learner’s conversational fluency and reading
comprehension will encounter difficulties (Lai Mei &
Wan Azman, 2015; Shen, 2003). This has also been
emphasised in the study by Hu Hai-peng and Deng
Li-jing (2007) on the application of motivation for
students’ vocabulary acquisition in multimedia
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Developing a Gamification-Based Interactive Thesaurus Application to Improve English Language Vocabulary: A Case Study of Undergraduate
Students in Malaysia
long-term change in the class” (as cited in Osheim,
2013).
Gamification is a fairly new concept that involves
using game elements in non-game contexts
(Halvorsen, 2013; Garland, 2015). Garland (2015)
reports that despite the fact that gamification has been
shown to enhance motivation and learning, there have
been opposing views with several studies reporting
conflicting findings.
Nonetheless gamification
typically has a positive effect in the same way that the
“use of video games in the educational area has taken a
bigger role among kids, adolescents and adults, being
considered a relevant element, leaving behind its
playful look at leisure” (Nourdin & Quintana, 2015).
Therefore it could be deduced that integrating game
elements with mobile devices can place learning
opportunities at the learners’ fingertips and enable
ubiquitous learning experiences (Gunter, Campbell,
Braga, Racilan & Souza, 2015).
indicates there being a larger potential for students to
learn from games in their language learning as
compared
to
other
academic
subjects
(Egenfeldt-Nielsen, 2011, as cited in Meyer, 2013).
According to Lam (2014), the use of gamification
could turn learning into a more interesting and
engaging activity and assist in improving students’
level of attention and persistence as well as their
attitudes towards language learning. This notion is
supported by Dalton’s (2005) report that fewer than
five percent (5%) of students are able to endure the
stressful nature of formal school training in
languages. Due consideration however must be made
before gamifying an activity or a lesson to ensure the
objectives of learning are achieved and not
overshadowed or downscaled.
The Nation (1990, as cited in Lam, 2014) reveals that
learning new vocabulary in a second language
requires between five to 16 exposures. In such a case
then, games help provide this exposure as they involve
repeated tries and failure (Lam, 2014); however, the
study emphasised that this would only be achieved
with the appropriate use of gamification in the
learning. There is a need to invent tools or strategies
that could help reduce the stress that students
experience during their learning. Activities structured
as games can provide concrete practice for learners,
while reducing the tension and anxiety often
encountered during the learning process. Appropriate
use of game elements in the classroom could result not
only in enhanced motivation and learning experiences
but also facilitate accuracy and fluency in language
learners (Dalton, 2005).
A study by Halvorsen (2013) investigated the impact
of incorporating gamification elements in learning
applications and whether these could influence the
learning outcomes and user experience. The findings
in fact positively supported the idea of applying
game-based learning and recommended a need for
more scholarly research which could involve bigger
test environments and a larger number of participants.
Noemí and Máximo’s study (2014) examined the
effect of educational games for learning and
concluded that the emerging technology had created
the need for interactive content with serious games
being such educational content. Sawyer (2002, as cited
in Noemí and Máximo, 2014) identifies serious games
as being simulations of real-world events or processes
designed for the purpose of solving a problem. In the
study various cases were reviewed to examine the
efficiency and influence of such games towards the
learning process. The study concluded that serious
games had great potential for training because they
contained a highly positive effect on the learning
process of users.
The emergence and growth of gamification in
education is as a direct result of proliferation in
e-learning software on mobile devices. This includes
the use of game elements in non-game contexts to
engage users (Sauerland et. al, 2015). Although
gamifying a lesson has been shown to have a positive
impact on increased motivation among learners,
further investigation is necessary to examine whether
this leads to effectiveness.
F. Gamification in English Language Learning
Since English language competency is considered a
key aspect in the Information era, the teaching and
learning of it is increasingly becoming the focus in
many countries (Graddol, 2006, as cited in Meyer,
2013). This growing emphasis has resulted in a
proliferation in the computer software market
(Scanlon and Buckingham, as cited in Meyer, 2013).
Meyer (2013) argues that integrating games has had a
long history in foreign language learning whereby a
seamless integration could lead to increased
motivation and meaningful exposure to the target
language. Although the difficulty of integrating games
into formal learning is acknowledged, the study
A study by Bao (2015) found language learning
applications significantly increasing over the last
several years. However, since most of the apps
developed were not able to effectively meet the
learners’ objectives, they were therefore perceived as
ineffective. On this basis, this study proposes
gamifying language learning apps as a means of
improving motivation, inculcate enjoyment of the
learning among learners, and at the same time help
attain learning outcomes and objectives.
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Developing a Gamification-Based Interactive Thesaurus Application to Improve English Language Vocabulary: A Case Study of Undergraduate
Students in Malaysia
G. Justification for use of Gamification
Gresten and Baker (2000, as cited in Alemi, 2010)
argue that the standard method of presenting up to 20
or more new words that students are expected to learn
at any given time is not an effective way to help them
acquire or develop vocabulary.
The educational values and potential of video games to
initiate effective and enjoyable teaching, and its
capacity to create and sustain engaging learning
environments and enjoyable teaching conditions are
highlighted in the studies by Papastergiou and Moreno
(2009; 2008, as cited in Rosman et al., 2013).
Flores (2015) states that a factor for measuring the
competence of learners in the 21st century is
acquisition of a second language. The integration of
technology in second language (L2) learning helps
motivate users in their effort to achieve fluency.
Although gamification is a relatively new concept in
education, it has in fact been successfully applied in
the business world. Ramsi (2015) stresses that
game-based learning supports a multi-modal learning
environment and various forms of learning strategies
such as exploration, interactivity and active
participation. Although current educational methods
are adopting new technologies, the overall learning
infrastructure and assessment methods still do not
properly support cyber learning (Ramsi, 2015).
Lee Su Kim (1995, as cited in Stojkovic & Jerotijevic,
2011) points to a common perception that all learning
should be serious in nature, and that if the learning
involves fun and laughter, then it is not really
learning. While it might be possible to learn a
language while enjoying oneself, this would only
occur by using educational games in the teaching
learning process as “games are a successful
encouragement for students to interact, communicate
and sustain the effort of learning and they provide a
meaningful context for language use, generate
fluency, lower anxiety and introduce fun and
relaxation” (Stojkovic & Jerotijevic, 2011).
According to Maria and Othman (2015), one of the
major aspects that inhibit second language (L2)
learners from acquiring new vocabulary is the
nominal time devoted to vocabulary instruction.
There is a growing interest in the application of
modern game mechanics to other areas. A study by
Crow (2015) suggests that using games can assist
students acquire vocabulary within a shorter period of
time and thus improve their learning experience. The
study also supports the belief that gamification could
effectively be used to influence and digitise the
language learning process. Although the framework
of the study is not based on English language learning,
the issues and findings explored in the paper are useful
and supportive towards this current research.
III. OBJECTIVE OF THE STUDY
The study aims to investigate whether the use of a
gamification-based interactive thesaurus application
could improve the level of English language
vocabulary among students in a public university in
Malaysia.
Martinson and Chu (2008: 478, as cited in
Talak-Kiryk, 2010) believe “playing games teaches us
how to strategise, to consider alternatives, and to think
flexibly”. According to Talak-Kiryk (2010), games
can (1) enhance teaching, practice and reinforce a
foreign language; (2) assist in creating a constructive
classroom environment conducive to learning; and (3)
help students draw their own meanings based on their
learning experiences by allowing them to rectify their
mistakes and improve on previous learning.
IV. METHODS OF THE STUDY
An interview was conducted with five undergraduate
students registered in an English language proficiency
class in Universiti Malaysia Sabah. The one and half
hour session comprised participants - two men and
three women - from the diverse Faculties:
International Relation, Forestry, Nature Parks and
Recreation, Forest Plantation and Agro Forest. The
participant sample was selected from a class of twenty
two students with the main criteria being a readiness
to participate in the interview. A set of eleven
open-ended questions was proffered. Based on the
interview, varying perceptions and opinions were
obtained regarding the research topic.
“…Most people who have learned a language and
tried to use it for their daily tasks are aware of how
insufficient vocabulary retards their communication”
(Raimes, 1985, as cited in Muthusamy et al., 2013). In
their study Muthusamy et al. (2013) evaluated the
effects of using language games in English language
vocabulary acquisition with two types of games computer-based and paper-based - compared. Their
findings provided evidence that computer-based
games had better impact on students’ vocabulary
enhancement compared to paper-based games.
The responses were then transcribed and analysed
using the standard template analysis method. The
first question pertained to knowledge on using ICT
and digital technology in learning. All the interview
participants were found to be well acquainted with
usage of digital learning platforms. Four out of the five
Proceedings of 64th ISERD International Conference, Seoul, South Korea, 18th-19th January 2017, ISBN: 978-93-86291-90-5
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Developing a Gamification-Based Interactive Thesaurus Application to Improve English Language Vocabulary: A Case Study of Undergraduate
Students in Malaysia
students agreed that digital platforms were very
helpful and convenient and could assist them as an
alternative learning method. One student however
argued that it was difficult for students to learn by
means of digital technology particularly in a country
like Malaysia where technology advancement and
internet connectivity were still relatively low.
With regards to choice of apps used to learn a foreign
language, two students preferred Google Engine and
Google Translate as well as the online Oxford
dictionary rather than mobile apps. Other apps
mentioned were Ginger app, thesaurus app and word
puzzle. To the question on strategies used to improve
their English vocabulary, three students shared that
their vocabulary range was acquired through watching
movies and listening to music. Two students enhanced
their vocabulary depository through reading online
novels and using the Google platform.
The participants were asked about their experience of
using digital platforms to support their learning. One
of them felt the traditional way of learning was more
convenient since some students did not own or could
not afford technological tools such as smartphones.
However, the other students supported the notion that
digital platforms were essential and impactful in
learning. The students related their experiences using
language apps such as Ginger App (an app that checks
and corrects grammar), Google Translate and other
learning community platforms. One of the students
voiced his preference for the Google platform rather
than mobile apps.
On the aspect of criteria for choosing which language
apps to download, three students admitted that they
had never used any specific app for learning English
except Google. The reason was because they would
normally used computer apps rather than mobile apps.
For the other two students, the only criteria when
deciding which app to download was (1) whether it
was free, or (2) whether it was indexed at the top
listing on the particular app store. In terms of
experience on using thesaurus apps, two students had
never used any while the other three had in the past
used thesaurus apps such as those available from
online sources and Google play.
Despite these opposing opinions and preferences, the
students had knowledge of the learning platforms and
were aware of their benefits towards learning. On the
question of whether to use learning platforms or
devices in their learning, the students were unanimous
in their answer: that they used learning platforms only
when given assignments by lecturers. One of the
students added that learning tools became handy when
there was a need to obtain additional information or
strengthen or fill- in missing gaps in their
understanding of subject matter. In terms of their
perception on mobile learning over traditional
learning approach, one student preferred the
traditional learning approach whereas the rest chose
mobile learning as being more effective in providing
learning convenience and encouraging studying.
Additionally, one student shared her views that
despite the convenience delivered by the platforms,
over- dependence on mobile learning could produce
unexpected or negative outcomes, and inculcate
negative learning habits.
V. FINDINGS AND DISCUSSION
Digital platforms and e-learning play a vital role in
education particularly in the learning of English. The
interview revealed that most of the students being
aware of the benefits that digital platforms could offer.
All the respondents had experience in using digital
platforms to support their learning. Perhaps notable
here is that (1) almost all of them perceived the
practice of the mobile learning approach as integral
since it can bring about learning motivation and
convenience, and (2) there was a prevalent positive
response or attitude among the students towards using
games and apps in language learning. They were
familiar with the idea of using apps to assist the
learning process and provided examples of apps that
they had interacted with to support their own learning
process.
In terms of their knowledge and experience in
gamification, none of the students was aware of this
element as far as learning was concerned.
Nevertheless, when enquired of their preference on the
use of mobile apps or games to learn a foreign
language, one student opted for traditional learning
methods. Another student had heard of mobile apps
being helpful during assignments. The students
agreed that using mobile apps for learning a foreign
language was beneficial especially in the current era
where proficiency in English is repeatedly
emphasised.
Where learning strategies are concerned, it has
emerged that most of the students watched movies and
listened to music as their primary method for
improving their English vocabulary. The interview
found the average student would target apps which are
either offered for free or indexed at the top in the app
store before deciding on their choice of downloads.
Three students out of the five had had experience on
using either thesaurus apps or online thesaurus
platforms which point to them having adequate or
sufficient understanding on the role of learning tools
in language learning. The interviews revealed that not
Proceedings of 64th ISERD International Conference, Seoul, South Korea, 18th-19th January 2017, ISBN: 978-93-86291-90-5
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Developing a Gamification-Based Interactive Thesaurus Application to Improve English Language Vocabulary: A Case Study of Undergraduate
Students in Malaysia
and Arts. [Online]. 14(1), 147-167.
Available:
all of the students were aware or had sufficient
http://www.journal.su.ac.th/index.php/suij/article/viewFile/403/
knowledge regarding gamification.
421
[15] Campos, M. & Freitas, J. (2015). Assessing and implementing
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