Implementation of Gamification Based Digital Learning Through Arduino Project Development Using the Addie Instructional Model

Riswanto Riswanto; Dedy Hidayatullah Alarifin; Purwiro Harjati

doi:10.21009/1.12104

Authors

Riswanto Riswanto Department of Physics Education, Universitas Muhammadiyah Metro, Lampung
Dedy Hidayatullah Alarifin Department of Physics Education, Universitas Muhammadiyah Metro
Purwiro Harjati Department of Physics Education, Universitas Muhammadiyah Metro

DOI:

https://doi.org/10.21009/1.12104

Keywords:

Gamification, ADDIE, Arduino projects, Project Based Learning, Digital learning

Abstract

Digital systems courses can be constrained by from low student engagement and limited opportunities hands-on hardware practice. This study contributes a replicable implementation model where ADDIE is operationalized as a student project management cycle (not merely an instructor design model) integrated with PjBL gamification, and evaluated using multi source learning analytics and rubric based prototype assessment. A total of 124 first term students at Universitas Muhammadiyah Metro completed a term long sequence in which they followed ADDIE phases analysis, design, development, implementation and evaluation to create working prototypes addressing real world issues (e.g., Smart Guidance Stick, Flood‑Warning System, AquaFeed). Quantitative descriptive analysis drew on learning management‑system logs, assignment and quiz scores, rubric‑based project evaluations, and mid and end term exam results. Mean participatory‑activity scores were high (M = 88, Coeficient Variation (CV) = 6 %), indicating uniformly strong engagement fostered by point, badges and leaderboards. Project quality was likewise strong (M = 87, CV = 10 %), and showed a positive correlation with participation. Quiz performance was very high (M = 92, CV = 11 %), while midterm and final exam means were 85 (CV = 18 %) and 88 (CV = 10 %), respectively, demonstrating improved cognitive attainment after targeted feed‑forward interventions. Outliers students scoring ≤ 60 on tasks or exams, or producing incomplete projects were identified for diagnostic mentoring. Overall, the approach produced consistently high participation (M=88; CV=6%) and prototype quality (M=87; CV=10%), alongside strong cognitive attainment (midterm M=85; final M=88). The findings describe strong observed performance and identify low-scoring students for diagnostic mentoring; they do not establish causal effectiveness because the study had no control group, pretest, or inferential analysis. The implementation provides a structured model for integrating gamification, ADDIE, and Arduino projects in digital systems instruction.

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