GAMIFICATION CONCEPT WITHOUT DIGITAL PLATFORMS: A STRATEGY FOR PARENTS ON MOTIVATING CHILDREN STUDY AT HOME DURING COVID-19 PANDEMIC

The temporary closure of schools around the world to limit the spread of the COVID-19 has induced a new challenge for parents. Particularly, for those working remotely, making sure the children follow the learning schedule given by the school and keeping them occupied at home until bedtime is no obvious duty to make efforts to boost their enthusiasm. Therefore, one strategy proposed to motivate children's learning at home is to Jurnal Pedagogik, Vol. 08 No. 01, Januari-Juni 2021 ISSN : 2354-7960, E-ISSN : 2528-5793 https://ejournal.unuja.ac.id/index.php/pedagogik Gamification Concept without Digital Platforms: A Strategy for ... 157 gamify their learning activities. Numerous studies have been published on the use of various digital platforms in gamification research, however, gamified systems in a non-technology environment or non-digital platform have been inadequately discussed and investigated by scholars. Thus, in this study, we will present a concise discussion on how gamified activities can be utilized in a non-tech environment. This conceptual paper employing a systematic literature review in collecting and analyzing the data. Through a review of the current empirical and conceptual literature, this study presents a new conceptual framework of the gamification concept in a non-technology environment. The study recommends that applying game-based elements or mechanics to motivate and engage children's learning can be carried out anywhere and anytime for any grade level, without waiting for high-tech supports.

gamify their learning activities. Numerous studies have been published on the use of various digital platforms in gamification research, however, gamified systems in a non-technology environment or non-digital platform have been inadequately discussed and investigated by scholars. Thus, in this study, we will present a concise discussion on how gamified activities can be utilized in a non-tech environment. This conceptual paper employing a systematic literature review in collecting and analyzing the data. Through a review of the current empirical and conceptual literature, this study presents a new conceptual framework of the gamification concept in a non-technology environment. The study recommends that applying game-based elements or mechanics to motivate and engage children's learning can be carried out anywhere and anytime for any grade level, without waiting for high-tech supports.
Keywords:  impacts on students' engagement in terms of behavior, emotion, and cognition (Wahid et al., 2020). Students also declare that gamified activities in online discussions are more fun and enjoyable. In line with this report, Ding et al. (2018)  Through a review of the current empirical and conceptual literature, this study presents a new conceptual framework of the gamification concept in a nontechnology environment. Meanwhile, to be fair, in this study, we will briefly begin a brief discussion of applying a gamification concept in a technology environment and subsequently followed by an in-depth discussion on applying gamification concept in a non-tech environment. In this study, the recognition of data collection started with formulating the research purposes, adhered to by a testimonial and analysis of the fads of gamification research study-based learning outcomes or learning performance. In looking for merging and corroboration, triangulating different data resources assists give an assemblage of evidence that types credibility (Perera et al., 2020). The information acquired utilizing thematic content evaluation was that descriptively analyzed and summed up the meanings of the message.

Gamification in a Technology Environment
Most open-source LMSs have incorporated gameelements as platforms to build, track, and enhance learner engagement and motivation, and drive positive learning outcomes. By taking advantage of the game-based elements in the LMSs, instructors can create a more active learning environment that assists students to reach their potential. It appears that gamified platforms may be the tools to address the old and unsettled question of how to make medium and large lectures more active and engaging for students.

Gamification in a Non-Technology Environment
Many people still assume that game-based learning Based on the literature, it can be implied that the gamification concept can be applied either in digital or non-digital means. The digital equipment can be a website or LMS while a non-digital tool can be a paper, pen, or whiteboard. Although digital tools are frequently used in gamification studies, this is not a prerequisite. The advantages of physical tools can be that participants are more involved in the activity since they use more senses (Zuckerman and Gal-Oz, 2014).
To keep motivating children to study at home during the COVID-19 outbreak, parents may use a part of the whiteboard or papers to write their children's names and assign points throughout the lesson or tasks. It can be a benefit for a family that lives with more than one or two children. These children can be managed as a team to achieve and complete a mission or as competitors to compete with each other to receive incentives or punishment during the role-play. It will be an advantageous idea to have some sort of reward for children such as points, a small certificate, or a stamp in their book or congratulatory words from parents as a morning greeting. These text messages will encourage children to give their best in their daily activities at home.
Besides, the parent can also create the award badges for whatever to reward or give students out over Examples of non-technology game elements can be a stamp, a sticker, or just different sections of a rubric. If children demonstrate mastery of a particular concept in their learning at home, award the appropriate badges or stickers. The use of the award stamps, for instance, can be an alternative approach for parents to award students' learning at home (see Figure 1). Parents can purchase the teacher reward stamps at any online store with different natures and characters. Besides, badges can also be drawn manually on paper (paper badges) or using computer printing and make as stickers (sticker rewards). This type of badge can be granted to children as an incentive to motivate them to perform their best with words of encouragement printed on bright and colorful stickers. This strategy allows children to compare performance to that of other family members and everyone in the family community can directly see their learning performance during study at home. The following Figure 2 illustrates a sample of leaderboards drawn on the paper to assess students' progress every week. It can be adapted and modified by parents to motivate their children's study at home.

Figure 2. A Sample of Leaderboard Drawn on The Paper with Scores, Ranks, Emojis, and Memes
In terms of level, the quest can also be applied in an offline setting and could just as easily be to find In line with this, the concept of gamification is often assumed that developing interactive mobile applications (apps) and applying them into the classrooms to lead students' better learning. Meanwhile, according to Kapp To implement the gamification principle without the electronic system, we just require a part of the whiteboards (or perhaps blackboard!) and create the team names up, then assign factors throughout the lesson. It is a great idea to have some sort of incentive for the team with one of the most factors, so a little certification, or a stamp in their publication, a congratulatory e-mail or text from you or something. It is additionally totally free to allow different teams to be markers on various days or make ideas as to what must score factors that lesson.
One more method that can be implemented is developing a real level for progress. A gamer recognizes they are moving forward as they see the degree advancement or the experience bar fill. Take  factors as well as multiple lives. So, why is addressing a question in the classroom frequently a one-and-done concept? Offer students or kids the possibility to attempt once more, and to gain from their mistakes. If students are allowed to try once more, perceived failures can ultimately lead to success.
As an alternative tool to digital platforms, many traditional equipment can be used to reward and punish students in the role-play, such as a drawing leaderboard of the whiteboards and real badges or medals. At home for instance, parents may write down their children's names on the whiteboard and assign or list points to each of their achievement and accomplishment. In the non-tech gamified learning setting, the leaderboards can be drawn manually on paper or whiteboard and posted in the classroom or home wall so that everyone can see it. This strategy is believed to motivate children perform better due to their achievement published appears in public spaces.

Conclusion
Gamification indicates utilizing game aspects in non-game contexts to motivate people to do genuine tasks like in the video game. The principle is specified as the work of game mechanics or game aspects in non-gaming systems to elevate student inspiration with a fun competitor. In practice, gamification can be specified as the process of using game aspects in non-game activities.
Including game elements to learning, tasks may not just boost enjoyment yet additionally interaction and passion.
Among the most adapted video game components in different fields are levels, points, badges, avatars, and leaderboards. Numerous other mechanics are offered on a gamified system such as combat, web content unlocking, gifting, trophies, manager battles, mission, social charts, certificates, and memes. Mobile applications and computer games, draw in players with levels along with badges for ending up jobs. Also, adult-oriented applications such as those for health and fitness along with financing gamify objectives as well as also honor badges for success. Retail shops and credit history cards compensate consumers with refunds and additionally rate cuts.
The application of game mechanics to motivate and engage children in the learning tasks can be set up anywhere, in any type of quality and subject, despite the accessibility of digital media. Further studies are highly suggested to implement such innovative concepts of the gamification principle in a non-tech setting. Hence, people all over the world, and especially students in rural areas, may also experience learning with cutting-edge pedagogical concepts. Besides, this research study may also aid sustain the UNESCO program, 'Education for All', motivate innovative direction, as well as support improving the educational quality and learning outcomes.
We believe that this brief discussion may supply beneficial understandings for advancing gamification research, and