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Forming the Depth-Annex-Motion-Placement (DAMP) Conceptual Model for Gamified Learning
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Author(s): Darren Lim Yie (University of Science Malaysia, Malaysia), Mageswaran Sanmugam (Universiti Sains Malysia, Malaysia), Wan Ahmad Jaafar Wan Yahaya (Universiti Sains Malaysia, Malaysia), Syahrini Shawalludin (Universiti Sains Malaysia, Malaysia)and Jingru Zhang (Universiti Sains Malaysia, Malaysia)
Copyright: 2025
Pages: 24
Source title:
Integrating Technology in Problem-Solving Educational Practices
Source Author(s)/Editor(s): Jingru Zhang (Universiti Sains Malaysia, Malaysia), Wan Ahmad Jaafar Wan Yahaya (Universiti Sains Malaysia, Malaysia), Mageswaran Sanmugam (Centre for Instructional Technology and Multimedia, Universiti Sains Malaysia, Malaysia)and Darren Lim (Universiti Sains Malaysia, Malaysia)
DOI: 10.4018/979-8-3693-6745-2.ch006
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Abstract
Gamification is known as the use of game-like elements within a non-game context. The use of gamification in a classroom setting, also known as gamified learning aims to improve the learning process by constructing a low-risk and well-structured learning environment for students. The use of gamification in the educational context has proven to be able to increase motivation, engagement, retention of knowledge and performance. In this paper, the authors inquired into previous relevant research and wish to contribute to the field by proposing the DAMP model which dealt with the depth (shallow, deep and total), annex (plugged or unplugged, online or offline), motion (static and dynamic), and placement (intra and extra) of gamification with the consideration of 8Ts namely task, target, technology, time, technique, tariff, tensity and terrain. The proposed model hopes to serve as a guideline and provide new insights for future educators and instructional designers when constructing a gamified learning classroom.
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