Gamification Design and Effectiveness Analysis of Bilingual Website-Based Historiopreneurship Learning Media at Lambung Mangkurat University
Abstract
This study aims to design and evaluate the validity, practicality, and effectiveness of a gamified bilingual website as a learning medium for historiopreneurship at Lambung Mangkurat University (ULM). The novelty of this research lies in the integration of gamification with historiopreneurship, an emerging pedagogical approach that combines historical literacy with entrepreneurial competencies.
The study adopts a Design Science Research Methodology (DSRM), involving subject-matter experts in gamification, entrepreneurship education, and educational technology, as well as 50 university students. The developed platform is based on the Mechanics–Dynamics–Aesthetics (MDA) framework and incorporates key gamification elements, including progress indicators, badges, points, and leaderboards.
Expert validation results indicate a high level of validity across multiple dimensions (presentation: 88%; content design: 81%; interface design: 79%; usability: 84%). Student evaluations demonstrate strong practicality, with an average score of 86.3%. Furthermore, statistical analysis using paired-sample t-tests reveals significant improvements in learning outcomes, including gains in historical understanding (10.02 points), entrepreneurial knowledge (7.04 points), and integrated historiopreneurship competence (17.06 points) (p < 0.001).
The findings suggest that gamification can effectively enhance student motivation, engagement, and learning outcomes in historiopreneurship education. This study contributes to the literature by providing empirical evidence on the application of gamified digital platforms in interdisciplinary learning contexts and supports ULM’s strategic vision as an entrepreneurial university.
Keywords: Gamification; Historiopreneurship; Bilingual website; Entrepreneurial education; Higher education.
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