ISSN: 2226-6348
Open access
Gamification is one of newest approaches and trending in 21st century of global education. This standby of the variations correspond of student’s usage on mobile phones. Thus, attention to perspective of students and teachers towards gamification in economics subject is the main agenda. Also in contextualizes the study within the framework of economics as a subject for secondary school students, acknowledging its evolving nature. The aims of this study to identify the most challenging economics topics for students and explore their current perspectives on learning. Furthermore, the study seeks out to investigate how digital games can be effectively employed to cultivate students' interest in economics, providing a nuanced exploration of gamification within the educational context. The literature review traverses the gamification paradigm, emphasizing its transformative potential in shaping educational experiences. The qualitative approached is adapting with specifically interviews, the study engages with diverse responses regarding the difficulty of specific topics and the existing learning experiences of students. The findings unveil a spectrum of responses, capturing insights into the perceived difficulty of various topics and the current landscape of student learning. The recommendation underscores the need for further research, advocating a deeper exploration of methods that captivate student interest, thereby urging subsequent studies to delve into innovative approaches for enhancing the efficacy and engagement of secondary school economics education.
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Adnan, M. Z. Z., & Majid, M. Z. A. (2024). Gamification in Economics Subject: A Dual Perspective on Student and Teacher Understanding. International Journal of Academic Research in Progressive Education and Development, 13(1), 844–856.
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