Page 97 - FREN-C2021 PROCEEDINGS

THE DESIGN OF GAMIFICATION CONCEPT FOR BUSINESS
MODEL CANVAS (BMC) IN ENHANCING STUDENT ENGAGEMENT

2
1*
Ima Shanaz Wahidin , Shahrul Ridzuan Arshad

1 Department of Business Management, Universiti Teknologi MARA (UiTM), Perak Branch,
Tapah Campus, 35400 Tapah Road, Perak, Malaysia
2 Faculty of Education & Cognitive ScienceAsia e University,
Wisma Subang Jaya, No.106, Jalan SS 15/4, 47500 Subang Jaya, Selangor, Malaysia

*Corresponding author: ima90603@uitm.edu.my

Abstract
This paper explores the gamification concept for Business Model Canvas (BMC) subject in
optimising student engagement in the classroom via digital platform amid the Covid-19 outbreak.
Online distance learning has become the ultimate education platform for teaching and learning since
last year due to the pandemic of Covid-19. Pedagogically, the teaching, learning and assessment
settings have shifted from conventional to online settings in which this online setting promotes
student-centred learning rather than the traditional method of learning. Besides, the role of educators
or instructors is principally to facilitate the learning process. Having said that, educators or instructors
need to be creative and inventive in designing and developing interactive and dynamic lesson plans to
further address the active engagement among students in the digital learning environment.
Traditionally in the physical classroom, the teaching and learning of Business Model Canvas (BMC)
were delivered through multi-coloured sticky notes and one printed canvas. This technique, however,
has a washback effect on student engagement as the activity could not be delivered virtually. Hence,
with the advent of the latest technology in education, the gamification concept for entrepreneurship
subject (ENT300- Fundamentals of Entrepreneurship) was designed to promote student engagement
in learning Business Model Canvas (BMC). Thus, the objective of this research paper is to investigate
the perceived usefulness of the gamification concept in promoting student engagement to learn BMC
topics effectively. This gamification of BMC addresses the common gamification elements such as
points, timers, badges, and leaderboards to promote collaborative and competitive activities among the
students in a digital environment. In brief, this gamification of BMC is expected to assist students to
learn, understand, and apply BMC in a meaningful way. It is also hoped that this gamification of BMC
will increase the students’ motivation, interest, and understanding of Business Model Canvas (BMC)
holistically.

Keywords: gamification, student engagement, interactive learning, education, business model canvas

Introduction
Teaching the young generations nowadays require a lot of effort from the educators to make the learning
process more interactive and livelier. Davis (1993) in his book titled Tools for Teaching stated that
“...student attention during lectures tends to wane after approximately 10–15 minutes.” So, it is the
job of the educators to enhance their teaching skills to provide not only interactive teaching materials
but also an active learning experience for the students. Active learning promotes the students’
engagement in the class. They will stay focus for a longer period and participate in each activity in the
class. Students’ involvement in the class will contribute to their performance and achievement
measured during either the formative or summative assessment. According to Mohd et al. (2016), the
chances of active students performing well is high as they retained more knowledge during learning
activities.

Therefore, the need for educators to enhance their teaching skills by reinforcing active learning activities
in teaching materials is crucial to sustaining the students’ engagement. There are a lot of tools and

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