[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-detail-588342-en":59,"doc-seo-588342-105":79},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":5,"data":60},{"doc_id":61,"user_id":62,"nickname":63,"user_avatar":64,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":66,"doc_content":67,"file_id":68,"file_url":69,"file_type":70,"file_size":71,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":46,"language":72,"language_code":73,"site_id":74,"html_lang":73,"table_of_contents":75,"faqs":76,"seo_title":77,"seo_description":66,"update_tm":78,"read_time":31,"preview_page_count":4},588342,962085571259,"Putri","https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Integrating Gamification in LMS to Enhance Self-Directed Learning and Learning Outcomes in Social Education - Research Study","Integration of gamification in learning management systems (LMS) is used to improve learning outcomes and self-directed learning (SDL), yet prior work often leaves unclear how it affects student engagement and SDL behaviors in social education. This sequential mixed-methods study examines gamified LMS impacts on learning outcomes and SDL dimensions, including self-management, self-motivation, and self-control, using 60 undergraduate social education students at Universitas Negeri Surabaya. Pre/post tests and SDL questionnaires are paired with in-depth interviews.","Integrating Gamification in LMS to Enhance Self-Directed Learning and Learning Outcomes in Social Education  \nSudarmiani  \nUniversitas PGRIMadiun  \nIbadullah Malawi  \nUniversitas PGRIMadiun  \nIzzatul Fajriyah  \nUniversitas Negeri Surabaya  \nAbstract  \nThe integration of gamification in learning management systems (LMS) has gained traction as a strategy to enhance learning outcomes and promote self-directed learning (SDL); however, existing studies often lack a comprehensive understanding of its specific impacts on student engagement and SDL behavioursin the context of social education. Addressing this gap, this study aims to explore the effects of gamified LMS on learning outcomes and SDL dimensions, selfmanagement, self-motivation, and self-control. A sequential mixed-methods approach was employed, involving 60 undergraduate students in the social education program at Universitas Negeri Surabaya, Indonesia. Quantitative data were collected through pre- and post-tests on learning outcomes and an SDL questionnaire, while qualitative insights were obtained via in-depth interviews.  \nFindings revealed significant improvements in learning outcomes, with students demonstrating better mastery of course content. In terms of SDL, notable gains were observed in self-motivation and self-control, although challenges persisted in maintaining consistent self-management among some participants. Negative insights included technical difficulties and varying levels of digital literacy, both of which affected engagement. These findings suggest that gamified LMS can effectively enhance educational experiences but require tailored support to address individual learner needs. Implications include the need for adaptive gamification designs and instructor facilitation to maximize SDL behaviours.  \nIntroduction  \nThe integration of gamification into educational settings has garnered significant attention in recent years due to its potential to enhance learner engagement, motivation, and overall academic outcomes. Gamification, defined as the use of game-like elements in non-game contexts, offers a novel approach to addressing challenges in traditional educational systems, particularly in digital learning environments such as learning management systems (LMS) (Ferdiansyah et al., 2025; Ofosu-Ampong et al., 2020; Romsi et al., 2024; Slamet & Basthomi, 2024) . LMS platforms serve as critical tools for delivering content, facilitating communication, and tracking learner progress. However, these systems often struggle to sustain student motivation and engagement, a challenge compounded by the self-directed nature of many online courses (Bervell & Arkorful, 2020; Hidayati & Slamet, 2025; Slamet & Mukminatien, 2024) . Despite advancements in educational technology, learners often struggle to maintain focus, autonomy, and a desire for continuous improvement, underscoring the need for innovative interventions. Existing studies have explored gamification as a mechanism for transforming LMS platforms into more engaging and supportive environments. Yet, the connection between gamification, self-directed learning (SDL), and learning outcomes remains insufficiently examined.  \nSelf-directed learning (SDL), as conceptualized by Garrison’s framework, emphasizes the interrelated dimensions of self-management, self-monitoring, and motivation (Garrison, 1997) . This framework underscores the importance of learner autonomy and accountability in achieving educational goals. In the context of online education, SDL becomes particularly significant as students are often required to take charge of their learning processes without the immediate presence of instructors or peers (Robinson & Persky, 2020; Slamet et al., 2024b; 2025a) . Although research has highlighted the benefits of SDL in fostering critical thinking, problem-solving skills, and intrinsic motivation, effectively implementing SDL within LMS platforms remains challenging. Learners frequently struggle with the tr","cbCaitGOZ4HUc6VW","https://ap.wps.com/l/cbCaitGOZ4HUc6VW","pdf",177586,"English","en",105,"# Abstract\n# Introduction\n## Background and motivation\n## SDL framework and challenges\n## Gamification as a proposed solution\n## Mixed findings and research gap\n## Social education context","[{\"question\":\"What is the main focus of the study?\",\"answer\":\"The study investigates how a gamified learning management system affects learning outcomes and self-directed learning (SDL) dimensions in social education.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A sequential mixed-methods approach was used with 60 undergraduate social education students, combining pre- and post-tests and an SDL questionnaire with in-depth interviews.\"},{\"question\":\"What results were reported about learning outcomes and SDL?\",\"answer\":\"The findings show significant improvements in learning outcomes and notable gains in SDL self-motivation and self-control, while consistent self-management was more challenging for some participants.\"}]","Integrating Gamification in LMS to Enhance Self-Directed Learning and Learning Outcomes in Social Education - Research Study | PDF",1792065050,{"code":4,"msg":80,"data":81},"ok",{"site_id":74,"language":73,"slug":82,"title":65,"keywords":83,"description":66,"schema_data":84,"social_meta":138,"head_meta":140,"extra_data":142,"updated_unix":143},"integrating-gamification-in-lms-to-enhance-self-directed-learning-and-learning-outcomes-in-social-education-research-study","",{"@graph":85,"@context":137},[86,100,120],{"@type":87,"itemListElement":88},"BreadcrumbList",[89,93,95,98],{"item":90,"name":91,"@type":92,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":94,"name":9,"@type":92,"position":14},"https://docshare.wps.com/document/",{"item":96,"name":40,"@type":92,"position":97},"https://docshare.wps.com/document/research-report/",3,{"item":99,"name":65,"@type":92,"position":19},"https://docshare.wps.com/document/integrating-gamification-in-lms-to-enhance-self-directed-learning-and-learning-outcomes-in-social-education-research-study/588342/",{"url":99,"name":65,"@type":101,"image":102,"author":107,"headline":65,"publisher":109,"fileFormat":112,"inLanguage":73,"description":66,"dateModified":113,"datePublished":114,"encodingFormat":112,"isAccessibleForFree":115,"interactionStatistic":116},"DigitalDocument",{"url":103,"@type":104,"width":105,"height":106},"https://docshare.wps.com/thumbnails/integrating-gamification-in-lms-to-enhance-self-directed-learning-and-learning-outcomes-in-social-education-research-study/588342.png","ImageObject",300,407,{"name":63,"@type":108},"Person",{"url":90,"name":110,"@type":111},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":117,"interactionType":118,"userInteractionCount":29},"InteractionCounter",{"@type":119},"ViewAction",{"@type":121,"mainEntity":122},"FAQPage",[123,129,133],{"name":124,"@type":125,"acceptedAnswer":126},"What is the main focus of the study?","Question",{"text":127,"@type":128},"The study investigates how a gamified learning management system affects learning outcomes and self-directed learning (SDL) dimensions in social education.","Answer",{"name":130,"@type":125,"acceptedAnswer":131},"How was the research conducted?",{"text":132,"@type":128},"A sequential mixed-methods approach was used with 60 undergraduate social education students, combining pre- and post-tests and an SDL questionnaire with in-depth interviews.",{"name":134,"@type":125,"acceptedAnswer":135},"What results were reported about learning outcomes and SDL?",{"text":136,"@type":128},"The findings show significant improvements in learning outcomes and notable gains in SDL self-motivation and self-control, while consistent self-management was more challenging for some participants.","https://schema.org",{"og:url":99,"og:type":139,"og:title":65,"og:site_name":110,"og:description":66},"article",{"robots":141,"canonical":99},"index,follow",{"doc_id":61,"site_id":74},1792190724]