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Proceedings ICSOTL

As academicians, teaching is one of the core business other than research and publication. Improving one’s teaching practice entails a continuous and conscious effort on conducting research in teaching. 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. This paper is about our experience using gamification in our research methodology class which is perceived as a theories-laden class. 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. 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. However, our post students who majority work as teachers find it difficult to stay motivated to read research methodology textbooks. 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. 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. This prompt them to revise and improvise their classnotes consistently. To assess students’ perception about gamification, we asked them to provide feedback on our classroom activities using one-minute paper. 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.