The Architecture of Dynamic Gamification Elements ...

The Architecture of Dynamic Gamification Elements Based Learning Content Firas Layth Khaleel, Noraidah Sahari, Tengku Siti Meriam Tengku Wook, Amirah Ismail

The Architecture of Dynamic Gamification Elements Based Learning Content 1,*

Firas Layth Khaleel, 2Noraidah Sahari @ Ashaari, 3Tengku Siti Meriam Tengku Wook, 4Amirah Ismail 1,2,3,4 Universiti Kebangsaan Malaysia – Faculty of information science and technology Malaysia 1 Tikrit University – College of Computers Science and Mathematics / Iraq, 1,* Email:[email protected] OR [email protected] 2 [email protected], [email protected], [email protected]

Abstract We are becoming increasingly aware of the effectiveness of electronics application when it comes to teaching. One example of modern electronic application is Electronic Learning (E-Learning). The development of IT has led to the advent of a new approach or a new study called Gamification. Gamification is defined as the use of game elements (game thinking) in a non-game context to increase engagement between humans and computers as well as to increase problem-solving. This study obtained a positive analysis after conducting a survey with students and from interviewing experts. This study also found an issue in regard to learning content development and presentation. Moreover, we found that the representation of knowledge in a learning application would positively influence students. The current study aims to build an architecture of dynamic gamification elements and to evaluate this architecture using the Architecture-Level Modifiability Analysis method. Finally, the results of the expert interview taking into account the criteria of architecture are also discussed. Keywords: Gamification, Game elements, Game Mechanic, learning content and Game-based learning.

1. Introduction The learning content development services of the National Institute of Information Technology [1] provide the following comprehensive and up-to-date content necessary to stay competitive such as Assessment and Measurement, Learning Simulations and Games, Mobile Support, Multiple Language Localization, Social Learning, and Video/Rich Media Development. The Institute defined learning content as part of the process of instructional design, which encourages best practices and leads to superior courses delivered against predictable timelines. Learning content has become much more interactive, immersive, challenging and fun, requiring connection to systems that enable intelligent intervention, managing the learning process, and providing accurate analysis [2]. Therefore based on Mikelloydtech (2011), this study has attempted to create an application that will motivate students to learn and understand learning content such as specific subjects or topics. Meanwhile, [3] defined learning content as a model used to distribute knowledge and shareable learning resources as content objects that use software objects to support E-learning. Students are now being considered consumers of learning content [4], because they use materials that have been developed by teachers, instructors, and lecturers. The delivery of learning content to students is also considered a step in the learning path [5]. This method has led to the effective building of knowledge of learning content. The current study aims to enhance the learning performance of students through the use of game elements in a non-game context. Game-based learning, particularly, has garnered considerable attention in education-based research. Numerous researchers and scholars believe that integrating teaching and games could support student learning performance and motivation. The subsequent section summarizes the issues found from previous research in this field.

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2. Research Background Numerous learning applications have been created based on actual problems of learning subjects, such as how to learn mathematics, English, etc. [6] reported that many students in the Caribbean countries find mathematics to be difficult; thus, the percentage of students who fail the subject is high [7]. To resolve this problem, they created a mobile learning application using Java and MySQL platforms to improve the students’ mathematical skills. They found that applying game-based learning can motivate students to engage in mathematics and make learning the subject a fun activity, thus indicating the strong potential of using mobile learning to improve student performance. Additionally, [8] found that the mobile learning application is an essential medium in practicing what has been learned. However, none of these studies mentioned the elements of the game that has had the most effect on student learning. With the goal of reducing the time required to obtain learning material for students, [9] built a mobile learning model by employing Unified Modeling Languages (UML) with a Java Application Descriptor, which proved to be a suitable system architecture for a mobile learning application. They found that using the UML architecture is suitable for implementation at the Universiti Teknologi Petronas, but they had to incorporate game elements to further motivate the students. [10] studied the representation of knowledge application in mobile learning content creation in regard to science activities. Using questionnaires, they analyzed student attitudes toward mobile learning applications in the School of Science and found that, with the mobile learning application, students better understood the relationships among different variables being presented. However, this study also did not talk about the elements that had a positive effect on student learning. Meanwhile the basis of game-based learning, and adding game elements to an application in a non-game context motivates usage and increases user engagement. This approach is a growing trend known as Gamification. [11], and [12] used this approach to solving a problem related to new Bachelor’s degree students. In their studies, they integrated game elements as part of the student orientation guide via an application for smart phones. This system was added to engage university students with a mobile orientation application. These authors already used the Gamification approach but they have yet to discuss how to represent learning content so as to make for a more effective learning and understanding process for students.

2.1 Findings from Preliminary Analysis Based on the above-mentioned studies, two problems have been identified for the current study. The first involves learning content, because there has been no previous study that has comprehensively outlined the content that must be included in a particular learning application, which can positively affect students who use the learning application. The second involves how to represent learning content knowledge that positively affects student understanding of subjects. This study used a survey instrument adapted from [10], [13], and [14]. A total of 54 students (39 males and 15 females) from the National University of Malaysia were involved in this survey. An expert interview to confirm these issues was also done; Five interviewees who are lecturers from Tikrit University participated in the interview sessions, which lasted from 60 minutes to 90 minutes. Table 1 shows the results of this survey.

No 1 2 3

Table 1. Result of survey adapted ([10], [13], and [14].) Questions Students perspective Mean SD Do you agree that learning content in the application has a positive effect on the students? Do you agree that learning content can improve the students’ ability to study? Do you agree that representation of learning content has a positive effect on students’ understanding during their studies?

4.32

.887

4.22

.768

4.68

.935



4

Do you agree that the interaction of representation with the application will help students understand the course content better than usual?

4.48

.917

In conclusion, the information provided by the 54 students and 5 experts are analyzed below: 1.

2.

3.

All students agree with the issues of this study i.e., in terms of learning content and how to represent it. The evaluation system in this study has five scales that measure levels of agreements, namely strongly disagree, disagree, quite agree, agree, and strongly agree. For each question, the students were required to select one scale that reflects their belief. Based on the results shown in Table 1, all students provided a positive response (there is an issue if the answer is more than 3; otherwise, none), emphasizing the learning content and the representation of these contents. In particular, both issues received a scale of more than 4 to all four questions. The results of the analysis also revealed that the interview respondents also gave positive answers in support of, and solidifying the issue as mentioned above e.g.:

Interviewee 1 says: “Yes, I agree that learning content has a positive effect on the understanding of students if it is organized in an attractive way that captures their attention and, in turn, increase their engagement level…” Interviewee 2 says: “Yes, of course, I agree that the learning contents affect the understanding capability of students. If they were classified, carefully selected (quality-wise) and organized well, in the end, it will lead to satisfactory results and very high scores…” Interviewee 3 says: “Learning content is an important thing that has always concerned us especially in regard to how it is delivered to the student, which is hopefully in an attractive and effective manner. For example, make all its parts and division of content attractive. On the other hand, for example, we might use game-based learning to capture the attention of the students with fun content to make them understand any subject or topic easily and quickly…” This study summarizes the research issue statement into two substantial points. 1.

2.

The first problem in learning content lies in creating interesting content for a learning application. In terms of learning content, there is a lack of game elements that can help students go through the learning process. There are also not enough game elements that can provide the full explanation of the features of each learning content. The second problem is the representation of learning content in an application that positively affects the speed of receiving the information (understanding) for old and new students alike. These students encounter difficulties in adapting to a new learning experience at their respective universities, and this experience requires an understanding of the scientific material, as well as the lecturer’s way of delivering the material. Thus, there is a need for a software tool that can provide new students easy access to their course materials and lecture schedule. This should be complemented with access to a learning system that provides an entertaining and smooth learning experience (game elements).

Finally, the current study found that most of the aforementioned methods missed certain game elements that yield positive effects or, if the game elements were present, were absent or simply not enough to support student learning. Therefore, this study suggests the use of an approach based on game elements, which is the Gamification approach.



3. Gamification “Gamification” refers to the use of game elements (game thinking) in a non-game context to increase engagement between humans and computers, as well as solve problems with high quality, as exemplified by modern electronic applications [15, 16]. In 2011 [17] defined Gamification as a process of game thinking and game mechanics that engage users and solves problems. [18] argued that Gamification can be thought of as using pieces of games to motivate learners, but the real definition of Gamification involves using game-based mechanics, aesthetics, and game thinking to engage people, motivate action, promote learning, and solve problems. But in 2011 [19] predicated that by 2015, more than 50% of organizations that manage innovation processes will gamify those processes. By 2014, a gamified service for consumer goods marketing and customer retention will become as important as Facebook, eBay, or Amazon, and more than 70% of Global 2000 organizations will have at least one gamified application.

3.1 The uses of Gamification and its Effectiveness Gamification is a translation of the game elements in non-game contexts [20]. This can be used in several areas, such as education and learning, health, and sciences (e.g., biology, http://eterna.cmu.edu/) [21]. We explain some uses of Gamification in the following sub-sections. 3.1.1

Gamification with mobility

A previous article by [22] compared “Gamification” and “luidification” as essentially two concepts with the same meaning but vary in language and location. These are largely carried out by mobile communication, wherein we identified the three most important characteristics of mobile games (playfulness, fun, and culture). In addition, integrating mobile game characteristics within a social networking service in order to support learning has eventually led to higher engagement acceptability and user rates. In addition, the use of Gamification-based mobile applications can also help solve real-life problems. Gamification also increases user loyalty through tangible rewards, leading us to the final goal of educating users. In one study, the Gamification approach contributed to supporting the process of public transport using mobile devices [23]. At the same time, in cases of road accidents, the application could also be used to capture images through mobile phones, via the loading these images, and then sending them to a server program responsible for road-related accidents. The program can then solve the problem by identifying alternative routes to help users avoid the traffic jam ensuing from the accident. This process is executed through Gamification, which features an easy-to-understand and clear platform to continuously engage the users [24]. Applying Gamification on an Android operating system can provide a free platform through which the application can be used on social networking sites and smart phones. Indeed, Gamification has enjoyed increasing popularity in recent years due to three important reasons suggested by [25] i.e., (1) the relatively cheaper price of the devices; (2) the ability to track activities and events real-time through the Internet; and (3) expansion of current cultural spread through video games. Gamification can also support various interfaces ([26] through a special scoring system and social connection to show a leaderboard that encourages loyalty and more frequent usage. Thus, through the leaderboard, we can easily determine the result of any competition among members subscribed to the application. Such a transparent “reward system” can then lead to greater user engagement and investment in this application.



3.1.2 Gamification in websites A previous article by [27] referred to the application of the MeMoSe in the use of Emotion Search Functionality with the modern Web generation. The goal is to increase user motivation by providing information about the data, given that modern Web users have transformed from being passive content consumers to active content providers. Another article by [28] described the process of applying Gamification with the aim of accurately visualizing historical events in a special environment. This is carried out through the use of a representation in the form of a set of games related with one another. Here, the author used DocuGame to save data long-term, so that the mean process of archiving the historical events through recorded sound and images can be represented in the form of contents and not empty structures. 3.1.3 Gamification in learning The Microsoft Company invested in game mechanics to support the learning of software engineering [29]. In another work, [30] used CodeSmellExplorer for the general construction of a code and its overall logical design. Here, the author focused on creating a simple and easy-to-use code to support software engineering. The author also used an extract refactoring node code method to analyze the main factor and several other sub-factors (and their representations) in the form of graphics/scheme. This, in turn, facilitated the writing of codes for undergraduate students, which helped improve the production of engineering learning programs. Such improvements ultimately enabled the students to successfully learn the principles of professional programming. According to [11], adding a game element (Gamification) to applications, specifically, mobile applications, can lead to increased user engagement. For example, a mobile application to help new undergraduate students familiarize themselves with university facilities is an important tool that can be given to them [31]. However, in deciding such applications, two considerations must be considered: 1. 2.

Adding an element that makes it easier to use even for students inexperienced in modern technology. Striking a balance between being user-friendly and fun.

The effectiveness of Gamification in enterprises, according to a previous work of [32], is a new method that omits Gamification from social networks, which can lead to the following effects such as (1) Decreased user engagement; (2) Decreased user participation; and (3) Decreased student achievements. In other words, not using gamification in designing an application can lead to failure, especially since our goal is to foster a sense of playfulness in a non-game environment in order to increase user engagement and learning.

4. Elements of Game in Gamification The present research will determine all game elements, after which Gamification elements are identified. According to [33], games have two main elements, namely, game mechanics and game dynamics, as shown in Table 2. Table 2. Game elements based on [33] Game mechanics

Game dynamics

Point Levels Badge achievement Virtual goods Leaderboard Virtual gifts

Rewords Status Achievement Self-expression Competition Altruism



During a field experiment, [34] mentioned that game mechanics involve badges, points, and leader boards. We can extract game elements from different kinds of games, such as serious games, video games, and social games [33, 35]. [36, 37] mentioned that game mechanics, such as point and level and game design, have a scoring schema to improve user participation in a requirement elicitation process. Also, researchers like [38, 39, 40] have summarized game mechanics elements in their studies. This research plan intends to employ the types of Gamification elements from previous studies based on Khaleel et al. [41, 42]. Examples of gamification elements include several concepts such as game mechanics (dashboard and progress bar), game design (using a badge as a reward), and game techniques (leaderboards showing scores or marks). Gamification in learning uses game elements i.e. the elements that make games enjoyable at the same time make them ideal learning environments. In other words, Gamification upgrades a learning environment into an enjoyable and fun one [43]. Finally, based on previous research conducted by Khaleel et al. [41, 42], Gamification is an approach that uses game elements to solve a given problem within an enjoyable learning environment. These elements are presented in Fig. 1.

Figure 1 Gamification elements Finally, based on Fig. 1 and a review of [41, 42], the subsequent section will explain the methods to build the architecture of dynamic gamification elements based on combining game elements with learning content.

5. Method After the best analysis is obtained from the review of previous studies and via a questionnaire with students and an interview with lecturers (preliminary study to concrete the problem), we then summarize the general chart of Gamification elements based on previous studies, in order to formulate a model of mobile learning with Gamification elements and learning content. Finally, to build architecture with its elements and to evaluate this architecture, the authors adapted the method of Architecture-Level Modifiability Analysis (ALMA). According to [44] and [45], the method for Architecture-Level Modifiability Analysis (ALMA) that we propose is based on change scenarios. A changing scenario is a description of a specific event that may occur in the life cycle of a system and requires the system to be modified. Change scenarios resemble change cases; [46] defined the following as the steps of ALMA:

5.1 Set Goal - The Architecture of Dynamic Gamification Elements Based on [17], the design of any model related to the use of any game elements in a non-game context must take into account the key things required to build each framework as follows: 1.

Mechanics;



2. 3.

Dynamics; and Aesthetics

The result of the model design is: the Mechanics, which are the tools of Gamification elements that are combined with the learning content to increase student understanding; Dynamics, which are user interactions with these mechanics (gamification elements); and Aesthetics of the application where Gamification makes the users invest their emotions during the interaction. All these will lead to an attractive interface design. Besides addressing the research problem, this study also attempts to design a model consisting of one main approach (Gamification) to increase the effectiveness of learning. In this study, we choose the best method that can be used to solve the problem and an architecture model that should be easy to understand (Figure 2). The architecture details with dynamic gamification elements (Figure 3) will also shed light on this entire process. The learning content model consists of the following components: 1. Users: (students). 2. Data: data provided by the staff or lecturer. 3. The approach, i.e., gamification.

Figure 2 The architecture model



5.2 Describe - the Architecture of Dynamic Gamification Elements In this section, the architecture model for learning application is presented. The phases are distributed based on the Gamification approaches and learning content, as shown in Figure 3. In the next section, we present the architecture of dynamic Gamification elements for a learning application. This design is meant to increase user engagement and understanding within a fun, enjoyable learning environment that would yield high student productivity. These phases are presented in more detail in the next section.

Figure 3 Architecture of dynamic gamification elements

5.3 Elicit - the details of architecture The details for all phases based on Figures 2 and 3 are outlined below: 1.

Phase one: The division of learning content a. First distribution (Subjects): This is the general classification of the resources. It is represented as a kind of general subject classification (e.g., Database). b. Second distribution (Chapters): This is a subset of the first distribution, from which resources are rated based on the chapter of each subject. It can also represent any chapter based on its core subject. c. Third distribution (Lectures): This is a classification of materials according to each lecture. This is where the learning contents are displayed based on each topic of any lecture.



d.

2.

Phase two: Data (Gamification) a.

b.

c. d.

e.

f.

g.

h.

3.

Fourth distribution (Topics): This allows a designated authority (e.g., the Topics) to enable sharing of content among users (i.e., students).

Test and Solution: At this stage, we must create tests and provide solutions for each topic that has already been covered. The purpose of this sub-phase is to increase student learning in all aspects pertaining to this topic. Mini-Exam: After that, we conduct tests based on the learning content of each topic. In this phase, we prepare a comprehensive test, in which students shall be scored and ranked. Scoring system: This system will calculate a point for each student based on the answer and the speed at which he/she has completed the exam. Top 1, Top 5, and Top 10: The program ranks students with the highest scores and ranks them into groups (e.g., Top 1, Top 5, or Top 10). The results shall be displayed on the main menu. This aims to enhance competition and cooperation among students, eventually leading to increased learning and higher productivity among them. Dashboard: Also called the “Smart Bar,” this shall contain the basic profile of each student. The Dashboard is basically a student’s progress record that displays all their test scores. Reporting: This is one of the most important stages, which also aims to increase a student’s diligence and creativity during the study. At the end of the term, all students and staff will receive a report that displays all information about their progress during the semester (all studies). Goal: After all these stages, we aim to improve the students' learning process, increase their understanding and perception, foster competition and cooperation, and encourage social cohesion among them. At the same time, using this program, we aim to help produce high-quality students equipped with advanced knowledge, a vision for the future, and the ability to find better solutions for problems at a much more rapid pace. The Next Level: This is the last page that displays the names of students who have been able to successfully advance to the next level.

Phase three (The Interface Design) a.

b.

c. d. e.

f. g. h.

The interface design of the Test and Solution: This incorporates important factors that motivate students to persevere and continue to progress further. It aims to simultaneously foster competition and cooperation among students. The interface design of the Mini-Exam: This should incorporate a way to display the students’ test results (marks/points of results), with the aim of encouraging them to persevere and achieve higher marks in the future. The interface design of the Scoring system: This page displays how the system calculates the marks given to each student. The interface design of the Top 1, Top 5, and Top 10: This feature can hopefully encourage students to achieve higher marks in order to place in these rankings. The interface design of the Dashboard: The dashboard is an attractive feature that aims to inform the student about his/her academic and practical progress for a given particular subject, giving him/her an idea as to how much more progress they must go through. The interface design of the Reporting: This feature urges students to compete and does better through regular reports sent to them (i.e., from the lecturer) for all studies. The interface design of the Goal: This is the final step of this phase, which indicates whether a student has successfully achieved the goal of our project. The interface design of the Next Level page: This page is very important because the student can gain satisfaction from seeing that all his/her efforts have resulted in his/her being able to successfully advance to the next stage.



5.4 Evaluate The ALMA method involves the procedure of evaluation setting as outlined below: 1.

Study Setting:

The research was conducted at the Faculty of Computer Science, UKM. The respondents consisted of degree holders and post-graduate students studying Computer Science. 2.

participants:

7 experts from Tikrit University were interviewed. Each interview lasted from 60 minutes to 120 minutes. This study also involved students between 18 and 31 years old from the National University of Malaysia/ Faculty of Information Science and Technology. 3. Instruments: This study requires two kinds of instruments to verify the architecture: 

Interview: The interview begins with an explanation of the purpose of the research and why the interview method was used. It also explains what the authors plan to do in the future.



Questionnaire: The questionnaire begins with an explanation of the purpose of the investigation and why the questionnaire method was used. A total of 54 students from The National University of Malaysia were invited to participate in this evaluation.

7 Subject matter experts commented and critiqued on the architecture of dynamic Gamification elements according to specific tasks (input, process, and output) as shown in Table 3.

Task

Table 3. The task of dynamic gamification elements architecture Responsibility Material Describe

Input

Lecturer

Process

System

Output

Student

Subject material such as Database. A mix of materials such as lecture database with game elements like point system, stars, and levels.

Exercise with solutions and Exam as a form of assessment.

Based on syllabus (chapter, sub-chapter or topic) Build exercises and exams based on the syllabus and mix it with game elements. For example, when the student answers the exam, he will get points, then based on these points, we will see his learning progress and his name, whether it will be posted on the leaderboard or the Top 1,5,10. When the students answer the assessment (Exam) questions, they increase their knowledge in ex, (database) and also increase their learning engagement because they will feel as if they are in a fun and enjoyable environment.

The author presents all details of architecture for each interviewee from the start until the goal is reached. After that, the experts must evaluate criteria such as game elements of the architecture. This feedback will be used as future recommendations to refine the architecture.

5.5 Results and Recommendations In general, all experts liked the architecture of dynamic Gamification elements but they also had a list of recommendations to refine the architecture as presented in Table 4. Table 5 shows the results of questionnaire criteria (game elements) based on the task of architecture obtained from the evaluation of expert lecturers. Each of the expert lecturers had to evaluate the criteria (game elements) and give their recommendations, if any. The evaluation system in this study used eleven scales to measure percentage Journal of Convergence Information Technology(JCIT) Volume11, Number3, June 2016 173


levels of interest (from 0% until 100%). Table 4. The general recommendation for architecture of dynamic Gamification elements General The feedback from the experts recommendations Materials or learning content and its details Exercises assessment Environment

Users Game elements

and

“I suggest using this architecture for subjects that incorporate a lot of exercises such as Math, Java language, and so on.” “The number of exercises is important because if students have to go through many exercises, they will quickly feel bored and disinterested” “It’s better to implement this architecture as a web-based thing because students can access it from three different devices, based on your Gamification elements (modern technology), so they can answer and do their work anywhere and anytime” “This architecture must be applied for undergraduate students only because this can bolster the confidence of new students and guide them through out their initial student life” “These elements could be a negative real-time indicator if loading or updating the information turns out to be difficult”

Table 5. The percentage of interesting for game elements criteria based on the feedback from expert lecturers Criteria Interesting % recommendation Students Experts preception preception Scoring system

100

98

“Use points or any alternative such as stars, money, and so on”

Top 1,5,10

85

80

Leaderboard

75

56

Badge

54

54

Dashboard

100

90

Report

100

78

Goal

79

85

Level

100

95

Real-time

100

92

Status (Result)

98

84

“I think you should put just the Top 1,5,10 in the special and attractive list” “The rest of the list is very important but the timing of each round must also be displayed” “Use characters such as football players or animated characters such as VIP persons and so on” “The dashboard should not only display learning progress, it should also include attractive materials such as a reminder to exercise” “The report should be sent as a message to inform the user about his/her learning progress” “Must include special rewards such as a big crown and also send messages to all users just to motivate them” “When the user moves to the next level, the system should display the total time taken to progress to that level” “This is a very good motivation tool for the users when they do their work” “The results for each student must be based on points, time, badges, and how many rounds they have gone through”

In conclusion, most of the criteria obtained more than 75% interest as shown in Table 5, except for the badge and the leaderboard, which obtained 54% and 56% interest, respectively. The experts’ recommendation for each of these criteria are outlined below: “For badges, it is better to use user image with different frames or colors because when the students use things like animated characters, it becomes a game environment and not a learning environment” “The system must display the Top 1,5,10 only in the form of a distinct list because we need to motivate the rest who did not make it into this list, i.e., we must also motivate the students listed on the Leaderboard” Journal of Convergence Information Technology(JCIT) Volume11, Number3, June 2016 174


Finally, the expert interview was concluded and their recommendations will be used to refine the architecture as a real system in the next step of future work.

6. Discussion and Conclusion Applying Gamification elements to add edutainment in the learning content of a learning application is the main contribution of this research. A learning application for students is hereby proposed to support learning through improved engagement and understanding. The division of learning content was used to increase student understanding of the learning content as part of the learning materials that can be used during lectures. Increasing their understanding of learning content will make them more highly motivated. The Gamification elements will also increase student engagement and encourage competition and cooperation among them during their studies. This study is expected to make several contributions to the field of e-Learning as stated below:   

The key elements of Gamification that could enhance the learning experience and represent these elements in a learning application are summarized to increase student effectiveness. The architecture of dynamic Gamification elements based on learning content is drawn up. Game elements with learning content are represented to increase and enhance student understanding.

At the end, the significance of this study is that it increases user (students) edutainment; and it enhances student understanding of learning materials during their studies. Finally, this study integrates Gamification elements and learning content to create an enjoyable environment for a learning application. These new contributions can be applied in the existing body of knowledge in the area of learning according to two aspects, namely gamification and learning content. The author used the ALMA method to build the architecture. The results indicated a high level of acceptance from expert lecturers who also suggested some recommendations to build this architecture as a real system. Finally, this research could be the fundamental step, which applies a Gamification approach in learning so it becomes more fun and enjoyable.

7. Acknowledgement This work was supported by Universiti Kebangsaan Malaysia, Faculty of Information Science and Technology, Center for Software Technology and Management, Multimedia Software and Usability Research Group and FRGS/2/2014/ICT05/UKM/02/1 research grant, JPT-KPM ID: 68910-78756.

8. References [1] NIIT, N. I. o. I. T. "Learning Content," http://www.niit.com/solutions/learning_content/Pages/Learning_Content.aspx. [2] Mikelloydtech. "Managing Learning Content," Feb, 14, 2014; http://edutechassociates.net/2011/05/09/cloud-watching-4-managing-learning-content/. [3] Su, S. Y., and G. Lee, "Web-service-based, Dynamic and Collaborative E-learning," in PGLDB. 2003. [4] Sener, J., “In search of student-generated content in online education,” E-mentor, vol. 4, pp. 21, 2007. [5] Yang, F., F. W. Li, and R. W. Lau, “A Fine-Grained Outcome-Based Learning Path Model,” IEEE, 2013. [6] Kalloo, Kinshuk, and Mohan, "Personalized Game Based Mobile Learning to Assist High School Students with Mathematics," in Advanced Learning Technologies (ICALT), 2010 IEEE 10th International Conference on. 485-487, 2010. [7] Kalloo, V., and P. Mohan, "Correlation between student performance and use of an mLearning application for high school mathematics," in Advanced Learning Technologies (ICALT), 2011 11th IEEE International Conference on. 174-178, 2011. Journal of Convergence Information Technology(JCIT) Volume11, Number3, June 2016 175


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