Assessing learning outcomes and self-directed learning through gamification in LMS

Despite the growing adoption of gamified learning, the existing body of knowledge in this area remains limited, highlighting the need for deeper exploration of its effectiveness. This study addresses the challenges in utilizing gamification-based courses within Learning Management Systems (LMS) to enhance learning outcomes and foster self-directed learning (SDL) among Islamic undergraduate students, particularly in the context of Islamic education. This study employed a pre-experimental, single-group pre- and post-test design involving 35 Islamic undergraduate students from Universitas Muhammadiyah Sidenreng Rappang. Data collection included pre- and post-test assessments to measure changes in learning outcomes, an SDL questionnaire based on the Garrison model to evaluate SDL behaviors, and semi-structured interviews with six selected students to gain deeper insights into their experiences with the gamified LMS intervention. Findings revealed significant improvements in student engagement and motivation, positively impacting learning outcomes and SDL behaviors, particularly in self-management and self-motivation. However, challenges such as technical difficulties and external distractions were identified as barriers to effective implementation, potentially limiting the long-term success of gamification in Islamic education. This study underscores the importance of integrating gamification into LMS to enhance SDL and academic performance but also calls for continuous refinement and tailored interventions to overcome the identified challenges. To fully leverage gamification's potential, addressing these obstacles is crucial for fostering more effective learning experiences in Islamic educational settings.