Abstract:

The term “Gamification” was coined by Nick Pelling back in the year 2002, it was being defined as the use of game elements within a non-game related context. Originally used in marketing and advertising, gamification is often comprised as an approach to motivate users, engage users and alter users’ behaviour. Gamification within the educational context however targets students or learners with the hope of motivating them intrinsically and extrinsically in order to achieve educational goals and learning objectives. For the past decade, with the evidence of the substantial rise of research articles in relation to gamification, the use of this concept in learning is becoming a rather popular tool for educators to implement within a classroom setting. However, the question of whether all subjects are suitable for being gamified arise. This article aims to discover the potency of gamification in secondary school core subjects in the Malaysian Curriculum. Language subjects (Malay language and English), Science, Mathematics, History and Geography are all compulsory core subjects to be taken by secondary school students in Malaysia. The gamified content which occurred in core subjects mentioned by previous researchers will be examined, analysed and synthesised to provide future educationists and instructional designers an acumen of incorporating applicable game components within the course content. The author also wishes to discover the propriety and correlation between game elements within different subjects.

Keywords:

Gamification, gamified learning, education.