Empowering Higher-Order Thinking Skills in Writing through Gamification and Multimodal Learning within PBL

Authors

  • Rika Riwayatiningsih

    English Language Education, Nusantara PGRI Kediri University, Kediri City 64112, East Java, Indonesia
  • Entika Fani Prastikawati

    Engliah Language Education, PGRI Semarang University, Semarang City 50232, Central Java, Indonesia
  • Mochamad Muchson

    Master of Education in Economics, Nusantara PGRI Kediri University, Kediri City 64112, East Java, Indonesia
  • Fatika Nur Haqiqi

    English Language Education, Nusantara PGRI Kediri University, Kediri City 64112, East Java, Indonesia
  • Sokarios Setyowati

    English Language Education, Nusantara PGRI Kediri University, Kediri City 64112, East Java, Indonesia
  • Dwi Aji Kartiko

    English Language Education, Nusantara PGRI Kediri University, Kediri City 64112, East Java, Indonesia

DOI:

https://doi.org/10.30564/fls.v7i2.8119
Received: 17 November 2024 | Revised: 6 January 2025 | Accepted: 7 January 2025 | Published Online: 5 February 2025

Abstract

This study explores the integration of gamification and multimodal learning within a Project-Based Learning (PBL) framework to enhance higher-order thinking skills (HOTs) in writing instruction. HOTs—encompassing critical thinking, creativity, and problem-solving—are vital for equipping students to navigate academic and real-world complexities. Employing a mixed-methods approach, the study collected quantitative data through surveys assessing engagement, motivation, and writing proficiency, while qualitative data from focus groups and reflective journals provided deeper insights into student experiences. By incorporating real-world projects, gamified elements (e.g., challenges, rewards), and multimodal resources (visual, auditory, and kinesthetic tools), the intervention created an engaging and inclusive learning environment. Results revealed significant increases in engagement (90%), motivation (87%), and writing proficiency (22%), as well as marked development in critical thinking, creativity, and collaboration skills. This study highlights the effectiveness of combining PBL with gamification and multimodal strategies to empower students in writing tasks through diverse forms of expression. The findings offer actionable insights for designing inclusive writing curricula and underscore the need for further research on the scalability and adaptability of this approach in diverse educational settings.

 

Keywords:

Higher-Order Thinking Skills (HOTs); Gamification; Multimodal Learning; Project-Based Learning (PBL)

References

[1] Seman, S.C., Yusoff, W.M.W., Embong, R., 2017. Teachers Challenges in Teaching and learning for Higher Order Thinking Skills (HOTS) in Primary School. International Journal of Asian Social Science. 7(7), 534–545.

[2] Zohar, A., 2013. Challenges in Wide Scale Implementation Efforts to Foster Higher Order Thinking (HOT) in Science Education Across a Whole School System. Thinking Skills and Creativity. 10, 233–249.

[3] Singh, C.K.S., Singh, T.S.M., Ja'afar, H., et al., 2020. Teaching strategies to Develop Higher-Order Thinking Skills in English Literatur. International Journal of Innovation, Creativity and Change. 11(80), 211–231.

[4] Musa, F., Mufti, N., Latiff, R.A., et al., 2012. Project-based Learning (PjBL): Inculcating Soft Skills in 21st-Century Workplace. Procedia-Social and Behavioral Sciences. 59, 565–573. DOI: https://doi.org/10.1016/j.sbspro.2012.09.315

[5] Hanus, M.D., Fox, J., 2015. Assessing the Effects of Gamification in the Classroom: A Longitudinal Study on Intrinsic Motivation, Social Comparison, Satisfaction, Effort, and Academic Performance. Computers & education. 80, 152–161.

[6] Olson, C.B., Woodworth, K., Arshan, N., et al., 2020. The Pathway to Academic Success: Scaling up a Text-Based Analytical Writing Intervention for Latinos and English Learners in Secondary School. Journal of Educational Psychology. 112(4), 701. DOI: https://doi.org/10.1037/EDU0000387

[7] Uccelli, P., 2023. The Language Demands of Analytical Reading and Writing at School. Written Communication. 40(2), 518–554. DOI: https://doi.org/10.1177/07410883221148727

[8] Singh, C.K.S., Gopal, R., Ong, E.T., 2020. ESL Teachers' Strategies to Foster Higher-Order Thinking Skills to Teach Writing. Malaysian Journal of Learning and Instruction. 17(2), 195–226.

[9] Bereiter, C., Scardamalia, M., 1987. An Attainable Version of High Literacy: Approaches to Teaching Higher-Order Skills in Reading and Writing. Curriculum inquiry. 17(1), 9–30.

[10] Flateby, T.L., Metzger, E., 1999. Writing Assessment Instrument for Higher-Order Thinking Skills. Assessment Update. 11(2), 6–7.

[11] Xu, J., Lio, A., Dhaliwal, H., et al., 2021. Psychological Interventions of Virtual Gamification Within Academic Intrinsic Motivation: A Systematic Review. Journal of Affective Disorders. 293, 444–446. DOI: https://doi.org/10.1016/j.jad.2021.06.070

[12] Luarn, P., Chen, C., Chiu, Y., 2023. Enhancing Intrinsic Learning Motivation Through Gamification: A Self-Determination Theory Perspective. The International Journal of Information and Learning Technology. 40(5), 413–424. DOI: https://doi.org/10.1108/ijilt-07-2022-0145

[13] Luarn, P., Chen, C., Chiu, Y., 2023. The Influence of Gamification Elements in Educational Environments. International Journal of Game-Based Learning. 13(1), 1–12. DOI: https://doi.org/10.4018/ijgbl.323446

[14] Pham, A., 2023. The Impact of Gamified Learning Using Quizizz on ESL Learners’ Grammar Achievement. Contemporary Educational Technology. 15(2), ep410. DOI: https://doi.org/10.30935/cedtech/12923

[15] Zourmpakis, A.I., Kalogiannakis, M., Papadakis, S., 2023. Adaptive Gamification in Science Education: An Analysis of the Impact of Implementation and Adapted Game Elements on Students' Motivation. Computers. 12(7), 143.

[16] Karakose, T., Polat, H., Yirci, R., et al., 2023. Assessment of the Relationships Between Prospective Mathematics Teachers’ Classroom Management Anxiety, Academic Self-Efficacy Beliefs, Academic Amotivation and Attitudes Toward the Teaching Profession Using Structural Equation Modelling. Mathematics. 11(2), 449.

[17] Tursynkulova, E., Madiyarov, N., Sultanbek, T., et al., 2023. The Effect of Problem-Based Learning on Cognitive Skills in Solving Geometric Construction Problems: A Case Study in Kazakhsta. Frontiers in Education. 8, 1284305. DOI: https://doi.org/10.3389/feduc.2023.1284305

[18] Maulidia, F., Saminan, S., Abidin, Z., 2020. The Implementation of Problem-Based Learning (PBL) Model to Improve Creativity and Self-Efficacy of Field Dependent and Field Independent Students. Malikussaleh Journal of Mathematics Learning (MJML). 3(1), 13–17. DOI: https://doi.org/10.29103/MJML.V3I1.2402

[19] Jonassen, D., 2011. Supporting Problem Solving in PBL. Interdisciplinary Journal of Problem-Based Learning. 5(2), 95–119. DOI: https://doi.org/10.7771/1541-5015.1256

[20] Li, M., 2020. Multimodal Pedagogy in TESOL Teacher Education: Students’ Perspectives. System. 94, 102337. DOI: https://doi.org/10.1016/j.system.2020.102337.

[21] White, J., 2024. Unlocking Potential with Multimodal Learning and Assessment: A Discussion of the Barriers and Benefits. GILE Journal of Skills Development. 4(2), 106–111. DOI: https://doi.org/10.52398/gjsd.2024.v4.i2.pp106-111

[22] Kalmatova, C., 2024. Multimodality in Teaching a Foreign Language to Students of Philological and Pedagogical Disciplines. Scientific Herald of Uzhhorod University Series Physics. 56, 2415–2421. DOI: https://doi.org/10.54919/physics/56.2024.241rn5

[23] Roberts, J.W., 2015. Experiential Education in the College Context: What it is, How it Works, and Why it Matters, 1st ed. Routledge: New York, NY, USA. pp. 1–200. DOI: https://doi.org/10.4324/9781315774992

[24] Johnson, R.B., Onwuegbuzie, A.J., 2004. Mixed Methods Research: A Research Paradigm Whose Time has Come. Educational Research. 33(7), 14–26.

[25] Creswell, J.W., Plano Clark, V.L., 2017. Designing and Conducting Mixed Methods Research, 3rd ed. Sage Publications: Thousand Oaks, United States. pp. 1–520.

[26] Freeman, T., 2006. “Best Practice” in Focus Group Research: Making Sense of Different Views. Journal of advanced nursing. 56(5), 491–497.

[27] Ruiz-López, M., Rodríguez-García, M., González-Villanueva, P., et al., 2015. The Use of Reflective Journaling as a Learning Strategy During Clinical Rotations of Students from the Faculty of Health Sciences. Nurse Education Today. 35(10), e26–e31.

[28] Deci, E.L., Ryan, R.M., 1985. Self-Determination Theory: An Approach to Human Motivation and Personality. Springer: Boston, MA, USA. pp. 1–372. Available from: https://link.springer.com/book/10.1007/978-1-4899-2271-7

[29] Kyung, M.O., 2023. The Impact of Quiz Mode on Students' Learning Achievement: A Gamified E-Quiz Study. International Journal of Emerging Technologies in Learning. 18(12), 158. DOI: https://doi.org/10.3991/ijet.v18i12.34155

[30] Sweller, J., 2023. Cognitive Load Theory. In: Tierney, R.J., Rizvi, F., Ercikan, K. (eds.). International Encyclopedia of Education, 4th ed. Elsevier: Oxford, UK. pp. 127–134.

[31] Harland, T., 2003. Vygotsky's Zone of Proximal Development and Problem-Based Learning: Linking a Theoretical Concept with Practice Through Action Research. Teaching in Higher Education. 8(2), 263–272. DOI: https://doi.org/10.1080/1356251032000052483

[32] Putra, R.A.A., Riwayatiningsih, R., Setyarini, S., 2021. Portraying Teacher’S Metacognitive Knowledge to Promote EFL Young Learners’ Critical Thinking in Indonesia. International Journal of Language Education. 5(1), 552–568.

Downloads

How to Cite

Riwayatiningsih, R., Prastikawati, E. F., Muchson, M., Haqiqi, F. N., Setyowati, S., & Kartiko, D. A. (2025). Empowering Higher-Order Thinking Skills in Writing through Gamification and Multimodal Learning within PBL. Forum for Linguistic Studies, 7(2), 385–398. https://doi.org/10.30564/fls.v7i2.8119

Issue

Vol. 7 , Iss. 2 (February 2025): In Progress

Article Type

Article

License

Copyright © 2025 Rika Riwayatiningsih, Entika Fani Prastikawati, Mochamad Muchson, Fatika Nur Haqiqi, Sokarios Setyowati, Dwi Aji Kartiko

Creative Commons License

This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.