An Analysis of Students’ Perceptions and Learning Motivation in a Gamified Learning Management System
##plugins.themes.academic_pro.article.sidebar##
Published
Jan 23, 2026
Download
Statistic
Downloads
Download data is not yet available.
##plugins.themes.academic_pro.article.main##
Abstract
The use of Learning Management Systems (LMS) in lectures is increasing, but student motivation to learn often poses a challenge. This study aims to examine the effect of gamification in LMS on student motivation to learn and to analyze the relationship between students' perceptions of gamification and their motivation levels. The study uses a quantitative design with measurements taken before and after the implementation of gamification, as well as correlation analysis to examine the relationship between variables. The results show that there is no significant difference between motivation before and after the implementation of gamification. However, perceptions of gamification are positively related to autonomy, connectedness, and achievement, which contribute to increased learning motivation. These findings indicate that gamification has an indirect effect through the reinforcement of psychological aspects that support intrinsic motivation.
##plugins.themes.academic_pro.article.details##
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
How to Cite
Nugroho, A., Prih Diantono Abda’u, Antonius Agung Hartono, & Joko Purwanto. (2026). An Analysis of Students’ Perceptions and Learning Motivation in a Gamified Learning Management System. Jurnal E-Komtek (Elektro-Komputer-Teknik), 9(2), 651-659. https://doi.org/10.37339/e-komtek.v9i2.2896
References
L. Pickard, R. Ma, and M. C. Mendez, “Massive list of MOOC platforms around the world in 2023,” The Report by Class Central. Accessed: Oct. 28, 2023. [Online]. Available: https://www.classcentral.com/report/mooc-platforms/
[2] V. Dinata, A. Wedi, and O. Fajarianto, “Systematic Literature Review: Implementation of Online Learning Based on Education Levels in Indonesia,” JTP - J. Teknol. Pendidik., vol. 26, no. 3, pp. 1148–1159, Dec. 2024, doi: 10.21009/jtp.v26i3.49636.
[3] J. Ferrer, A. Ringer, K. Saville, M. A Parris, and K. Kashi, “Students’ motivation and engagement in higher education: the importance of attitude to online learning,” High. Educ., vol. 83, no. 2, pp. 317–338, Feb. 2022, doi: 10.1007/s10734-020-00657-5.
[4] N. Aznam, R. Perdana, J. Jumadi, H. Nurcahyo, and Y. Wiyatmo, “Motivation and satisfaction in online learning during COVID-19 pandemic: A systematic review,” Int. J. Eval. Res. Educ., vol. 11, no. 2, p. 753, Jun. 2022, doi: 10.11591/ijere.v11i2.21961.
[5] F. Maujud, M. Nurman, M. Harun, and Z. F. Rahman, “Student Perceptions of the Effectiveness of E-Learning in Higher Education: A Comparative Study of Two Universities in Indonesia and Malaysia,” Lentera Pendidik. J. Ilmu Tarb. dan Kegur., vol. 27, no. 2, pp. 522–539, Dec. 2024, doi: 10.24252/lp.2024v27n2i14.
[6] W. H. Rahangmetan and M. N. N. Sitokdana, “EVALUASI USABILITY PADA LEARNING MANAGEMENT SYSTEM PERGURUAN TINGGI MENGGUNAKAN USER EXPERIENCE QUESTIONNAIRE,” J. Pendidik. Teknol. Inf., vol. 7, no. 2, pp. 245–254, Nov. 2024, doi: 10.37792/jukanti.v7i2.1339.
[7] B. Wu, “Influence of MOOC learners discussion forum social interactions on online reviews of MOOC,” Educ. Inf. Technol., vol. 26, no. 3, pp. 3483–3496, May 2021, doi: 10.1007/s10639-020-10412-z.
[8] E. Staneviciene and G. Žekienė, “The Use of Multimedia in the Teaching and Learning Process of Higher Education: A Systematic Review,” Sustainability, vol. 17, no. 19, p. 8859, Oct. 2025, doi: 10.3390/su17198859.
[9] D. Hidayati and J. Slamet, “Interactive Multimedia via LMS on a Reading Comprehension Course: Enhancing Engagement and Learning Outcomes in Islamic Higher Education,” J. Stud. English Lang., vol. 20, no. 1, pp. 95–122, Apr. 2025, doi: 10.64731/jsel.v20i1.277426.
[10] B. Ross, A.-M. Chase, D. Robbie, G. Oates, and Y. Absalom, “Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit,” Int. J. Educ. Technol. High. Educ., vol. 15, no. 1, p. 30, Dec. 2018, doi: 10.1186/s41239-018-0113-2.
[11] M. C. Saiz Manzanares, M. Á. Queiruga Dios, R. Marticorena Sánchez, M. del C. Escolar Llamazares, and Á. Arnaiz González, “Cuestionarios de e-autoevaluación y e-feedback: una aplicación en Moodle,” Eur. J. Heal. Res., vol. 4, no. 3, p. 135, Dec. 2018, doi: 10.30552/ejhr.v4i3.116.
[12] H. M. M. Ahmed, H. A. El-Sabagh, and D. M. Elbourhamy, “Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement,” Int. J. Educ. Technol. High. Educ., vol. 22, no. 1, p. 49, Aug. 2025, doi: 10.1186/s41239-025-00541-1.
[13] M. Z. Baharin, J. E. Luaran, A. Mazlina, D. Mohamed, and H. Al-amirrul, “Using Gamification to Design Learning Management System ( LMS ): A Systematic Literature Review,” vol. 1, no. 1, pp. 115–133, 2025.
[14] A. Christopoulos and S. Mystakidis, “Gamification in Education,” Encyclopedia, vol. 3, no. 4, pp. 1223–1243, Oct. 2023, doi: 10.3390/encyclopedia3040089.
[15] F. D. Davis, “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology,” MIS Q., vol. 13, no. 3, p. 319, Sep. 1989, doi: 10.2307/249008.
[16] R. M. Ryan and E. L. Deci, “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.,” Am. Psychol., vol. 55, no. 1, pp. 68–78, 2000, doi: 10.1037/0003-066X.55.1.68.
[17] P. R. Pintrich and E. V. De Groot, “Motivated Strategies for Learning Questionnaire,” Mar. 12, 2012. doi: 10.1037/t09161-000.
[18] Sugiyono, Metode Penelitian, Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2022.
[19] P. Virtanen et al., “SciPy 1.0: fundamental algorithms for scientific computing in Python,” Nat. Methods, vol. 17, no. 3, pp. 261–272, Mar. 2020, doi: 10.1038/s41592-019-0686-2.
[20] F. Fadilatunnisyah, R. Fakhirah S, E. A. Fasha, A. K. Putri, and D. A. J. D. Putri, “Penggunaan Uji Wilcoxon Signed Rank Test untuk Menganalisis Pengaruh Tingkat Motivasi Belajar Sebelum dan Sesudah Diterima di Universitas Impian,” IJEDR Indones. J. Educ. Dev. Res., vol. 2, no. 1, pp. 581–587, Jan. 2024, doi: 10.57235/ijedr.v2i1.1887.
[2] V. Dinata, A. Wedi, and O. Fajarianto, “Systematic Literature Review: Implementation of Online Learning Based on Education Levels in Indonesia,” JTP - J. Teknol. Pendidik., vol. 26, no. 3, pp. 1148–1159, Dec. 2024, doi: 10.21009/jtp.v26i3.49636.
[3] J. Ferrer, A. Ringer, K. Saville, M. A Parris, and K. Kashi, “Students’ motivation and engagement in higher education: the importance of attitude to online learning,” High. Educ., vol. 83, no. 2, pp. 317–338, Feb. 2022, doi: 10.1007/s10734-020-00657-5.
[4] N. Aznam, R. Perdana, J. Jumadi, H. Nurcahyo, and Y. Wiyatmo, “Motivation and satisfaction in online learning during COVID-19 pandemic: A systematic review,” Int. J. Eval. Res. Educ., vol. 11, no. 2, p. 753, Jun. 2022, doi: 10.11591/ijere.v11i2.21961.
[5] F. Maujud, M. Nurman, M. Harun, and Z. F. Rahman, “Student Perceptions of the Effectiveness of E-Learning in Higher Education: A Comparative Study of Two Universities in Indonesia and Malaysia,” Lentera Pendidik. J. Ilmu Tarb. dan Kegur., vol. 27, no. 2, pp. 522–539, Dec. 2024, doi: 10.24252/lp.2024v27n2i14.
[6] W. H. Rahangmetan and M. N. N. Sitokdana, “EVALUASI USABILITY PADA LEARNING MANAGEMENT SYSTEM PERGURUAN TINGGI MENGGUNAKAN USER EXPERIENCE QUESTIONNAIRE,” J. Pendidik. Teknol. Inf., vol. 7, no. 2, pp. 245–254, Nov. 2024, doi: 10.37792/jukanti.v7i2.1339.
[7] B. Wu, “Influence of MOOC learners discussion forum social interactions on online reviews of MOOC,” Educ. Inf. Technol., vol. 26, no. 3, pp. 3483–3496, May 2021, doi: 10.1007/s10639-020-10412-z.
[8] E. Staneviciene and G. Žekienė, “The Use of Multimedia in the Teaching and Learning Process of Higher Education: A Systematic Review,” Sustainability, vol. 17, no. 19, p. 8859, Oct. 2025, doi: 10.3390/su17198859.
[9] D. Hidayati and J. Slamet, “Interactive Multimedia via LMS on a Reading Comprehension Course: Enhancing Engagement and Learning Outcomes in Islamic Higher Education,” J. Stud. English Lang., vol. 20, no. 1, pp. 95–122, Apr. 2025, doi: 10.64731/jsel.v20i1.277426.
[10] B. Ross, A.-M. Chase, D. Robbie, G. Oates, and Y. Absalom, “Adaptive quizzes to increase motivation, engagement and learning outcomes in a first year accounting unit,” Int. J. Educ. Technol. High. Educ., vol. 15, no. 1, p. 30, Dec. 2018, doi: 10.1186/s41239-018-0113-2.
[11] M. C. Saiz Manzanares, M. Á. Queiruga Dios, R. Marticorena Sánchez, M. del C. Escolar Llamazares, and Á. Arnaiz González, “Cuestionarios de e-autoevaluación y e-feedback: una aplicación en Moodle,” Eur. J. Heal. Res., vol. 4, no. 3, p. 135, Dec. 2018, doi: 10.30552/ejhr.v4i3.116.
[12] H. M. M. Ahmed, H. A. El-Sabagh, and D. M. Elbourhamy, “Effect of Gamified, Mobile, Cloud-Based Learning Management System (GMCLMS) on student engagement and achievement,” Int. J. Educ. Technol. High. Educ., vol. 22, no. 1, p. 49, Aug. 2025, doi: 10.1186/s41239-025-00541-1.
[13] M. Z. Baharin, J. E. Luaran, A. Mazlina, D. Mohamed, and H. Al-amirrul, “Using Gamification to Design Learning Management System ( LMS ): A Systematic Literature Review,” vol. 1, no. 1, pp. 115–133, 2025.
[14] A. Christopoulos and S. Mystakidis, “Gamification in Education,” Encyclopedia, vol. 3, no. 4, pp. 1223–1243, Oct. 2023, doi: 10.3390/encyclopedia3040089.
[15] F. D. Davis, “Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information Technology,” MIS Q., vol. 13, no. 3, p. 319, Sep. 1989, doi: 10.2307/249008.
[16] R. M. Ryan and E. L. Deci, “Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.,” Am. Psychol., vol. 55, no. 1, pp. 68–78, 2000, doi: 10.1037/0003-066X.55.1.68.
[17] P. R. Pintrich and E. V. De Groot, “Motivated Strategies for Learning Questionnaire,” Mar. 12, 2012. doi: 10.1037/t09161-000.
[18] Sugiyono, Metode Penelitian, Kuantitatif, Kualitatif, dan R&D. Bandung: Alfabeta, 2022.
[19] P. Virtanen et al., “SciPy 1.0: fundamental algorithms for scientific computing in Python,” Nat. Methods, vol. 17, no. 3, pp. 261–272, Mar. 2020, doi: 10.1038/s41592-019-0686-2.
[20] F. Fadilatunnisyah, R. Fakhirah S, E. A. Fasha, A. K. Putri, and D. A. J. D. Putri, “Penggunaan Uji Wilcoxon Signed Rank Test untuk Menganalisis Pengaruh Tingkat Motivasi Belajar Sebelum dan Sesudah Diterima di Universitas Impian,” IJEDR Indones. J. Educ. Dev. Res., vol. 2, no. 1, pp. 581–587, Jan. 2024, doi: 10.57235/ijedr.v2i1.1887.