This is because one major advantage of formal education is the transfer of generic skills which is the cognitive strategies and domain independent knowledge. Many countries have embraced formal education to confront illiteracy and unemployment within their society. It was found that students enjoy the activities using gamification and the activities also sparks their interest to improve on their teaching practice as teachers.

To assess students’ perception about gamification, we asked them to provide feedback on our classroom activities using one-minute paper. This prompt them to revise and improvise their classnotes consistently. The use of Kahoot! and Quizziz at the end of classes not only helps the students to focus on the discussion because they are aware that they have to answer some questions posed on Kahoot! and Quizziz, but also helps to give immediate feedback to students about their understanding of the topic discussed on that particular day. To engage students to be more alert and motivated in class, we use gamification to enhance students’ engagement and motivation at the end of class. However, our post students who majority work as teachers find it difficult to stay motivated to read research methodology textbooks. Teaching research methodology demands and challenges us as instructors to enable the students to understand various concepts related to research methodology and also to apply what they understand into research action. Research methodology involves a systematic outline of decisions in exploring an issue of a research which entails a researcher to be aware of issue that worth to study and the processes involve to investigate the issue.

This paper is about our experience using gamification in our research methodology class which is perceived as a theories-laden class. This is in line with the spirit of Scholarship of teaching and learning (SOTL) which emphasizes on the active, conscious and continuous act of research in teaching by academic staff with specific aims to share it with other fellow academic staff later on through scholarly writing or publication. Improving one’s teaching practice entails a continuous and conscious effort on conducting research in teaching. As academicians, teaching is one of the core business other than research and publication.

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