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Chapter Two

Literature Review

This literature review defines the important points related to this research.

Several important points will be mentioned in this chapter. This chapter will discuss

the theories and concepts about game-based learning, the implementation of game-

based learning in LMS, synchronous, and anxiety in participants. In addition, it will

also talk about the review of related studies and the conceptual framework related to

this research.

Online Learning

Online learning is conducted using the internet to convey knowledge

(Syarifudin, 2020). According to Yuliani et al. (2020), online learning is a learning

activity that can help reunite students and teachers through the internet. Meanwhile,

Asmuni (2020) stated that online learning is a part of distance learning, whose

learning combines technology and the internet explicitly. From this understanding, it

can be concluded that online learning is a learning activity that can reunite students

and teachers, which is carried out long-distance by utilizing technology and the

internet.

The implementation of online learning is carried out between teachers and

students together, at the same time, using various applications that can support the

continuity of online learning. Online learning is carried out to facilitate education and
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students in carrying out the learning process without meeting face-to-face, as a rule,

issued by the government to reduce the spread of the covid-19 (Syafari & Montessori,

2021). However, online learning poses obstacles in various ways because online

learning has advantages and disadvantages. Nabila (2020) said that online learning

has advantages and disadvantages. The benefits of online learning, 1) can be accessed

more efficiently, 2) affordable costs, 3) study time is more flexible, 4) more

comprehensive insight. As for the lack of online learning, 1) there are differences in

understanding the material, 2) lack of interaction between educators and students, 3)

limited internet access, 4) lack of supervision in the learning process. These

advantages and disadvantages can impact the readiness of students to participate in

online learning activities.

Game-Based Learning

Game-based learning is a system applied in the educational process, where

users (lecturers) can adopt a game for cognitive interest and learning motivation

(Vusić, Bernik, & Geček, 2018). Putri and Muzakki (2019) added that game-based

learning combines education and games with a purpose and involves students. Game-

based learning is a game content to improve knowledge and acquisition skills where

the game activity consists in solving space problems and challenges (Qian & Clark,

2016). According to Maulidina, Susilaningsih, and Abidin (2018), game-based

learning is a learning method that uses a game application that is specifically

designed to help the learning process. From this understanding, it can be concluded
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that game-based learning is a learning method that uses game applications that

teachers usually adopt to improve students' knowledge and skills in solving problems.

Game-based learning allows students to improve the memory of lessons and

engage students in critical thinking (Ke, 2014). Game-based learning refers to

methods that use digital and non-digital games to increase the knowledge and abilities

acquired (Qian & Clark, 2016). Game-based learning has increased student

knowledge and supported the educational process (Hsu & Lin, 2016). This relates to

the design used in educational games to stimulate students to understand the material

provided by the teacher and help the classroom environment be effective. Game-

based learning can provide effective learning where students can develop learning

skills. In addition, game-based learning motivates students by providing direct

feedback on each answer given (Lastari, Mustafa, & Nur'Aini, 2020).

Characteristics of game-based learning. Related to the educational aspect,

game-based learning has several features. Among these features are diverse media

(multimedia), realistic nature, image display, challenges to activities adaptivityly,

feedback, interactivity, collaboration, competition, reflection, fantasy, and narrative

(Graesser, 2017). Blessinger and Wankel (2012) describe the conditions that need to

be met so that a game can trigger an immersive learning process, namely 1) there is

an element of exciting challenge for individuals to participate in the game; 2) the

existence of individual and group goals that are in harmony with one another, and

possible to be achieved; 3) the existence of relationships between individuals both

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within a group, as well as between groups that occur in the game environment, both

competitive and non-competitive; 4) the existence of positive and encouraging

relationships; 5) the existence of elements that excite individuals to learn during the

game process so that it can meet the learning needs of each participant; 6) the

existence of a mechanism that is able to monitor the learning process and results of

each individual, and provide feedback to spur higher learning achievement; 7) the

existence of stimulation to increase a sense of self-responsibility and self-evaluation

in achieving personal goals so that positive feelings can be realized for personal

achievements in the learning process (as cited in Hidayat, 2018). Several game-based

learning can be used in online learning, such as; Kahoot, Quzizz, Quizlet, and

Mentimeter. Using learning media as above can help teachers manage teaching and

learning activities during online learning.

The Implementation Game-Based Learning in LMS

The learning process in schools is the best public policy tool to increase

knowledge and skills. A conducive, fun, and not dull learning process for students is

needed to achieve the expected learning goals and objectives. However, now learning

activities have stopped due to the disruption of Covid-19. Of course, it is not easy to

respond to changes during the online learning process. The online learning process

requires solutions from fast and appropriate learning methods so that students

undergo online learning activities with enthusiasm. Thus, the resolution of a quick

and proper learning method motivates students to experience online learning

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activities using learning media innovation using applications or commonly referred to

as Learning Management System (LMS).

A learning management system (LMS) is a software or application based on a

server or cloud (Vasanth & Sumathi, 2020). The method in LMS grants educational

institutions to manage their courses online or blended using a set of resources. The

LMS is seen as a teaching and learning system at education institutions. LMS

common features are categorized as pedagogical tools for content creation,

communication, assessment, and administration. LMS provides text chat, whiteboard,

or shareable web browsers for communication and discussion. Using LMS allows

instructors or teachers to track students' activity in the system, manage the

enrollment, and disable accounts and courses. The streamlined interface of an LMS

made it easy for students to navigate various online courses and materials, which is

one of the benefits of an LMS (Kats, 2013). Several types of LMS can be applied in

online learning, one of which is using game-based learning.

According to Dewi and Listiowarni (2019), game-based learning can be an

engaging educational game supporting learning media. In a classroom action, game-

based learning is often used as a media that can make learning exciting and fun. This

aspect of voluntary and active involvement makes the learning process run

effectively. This is supported by Wibawa, Mumtaziah, Sholaihah, and Hikmawan

(2021) the benefits of using game-based learning can make the learning process more

effective and efficient.

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Students’ Anxiety

Online learning in normal situations can positively influence students'

learning motivation because online learning is a new learning system so that curiosity

and enthusiasm for learning in online classes grow (Ibrahim & Suardiman, 2014).

However, online learning during the pandemic causes anxiety for some students

(Oktawirawan, 2020). The material in online learning is often only explained

theoretically so that there is little opportunity for students to practice and learn

effectively (Singh & Thurman, 2019). According to Suardana and Simarmata (2013),

if anxiety continues and there is no solution, it is feared that students will not be able

to control themselves.

Anxiety is a psychological problem often encountered in learning activities

(Saputra, 2014). Mahfud and Gumantan (2020) said anxiety is a feeling of worry;

besides, excessive anxiety also impacts student behavior, such as extreme fear.

Winarso and Haqq (2019) added that anxiety is seen as a student's response to

situations in learning activities when they feel depressed, triggering feelings of

discomfort that are shown both physically and psychologically. Ekawati (2015)

argues that difficulty concentrating and remembering to solve problems is an obstacle

in learning caused by anxiety.

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Students’ Anxiety in Participating Online Learning Using Game-Based

Learning

The pandemic has created one of the most significant disruptions to the

education system in human history (Pokhrel & Chhetri, 2021). In the world of

education, one of the policies carried out is that learning which is usually done face-

to-face has turned into online learning (Simatupang, Sitohang, & Simatupang, 2020).

However, the implementation of online learning has several obstacles, and one of

these obstacles is the lack of good online class management. Thus, innovation in

learning media is needed by using game-based learning.

Game-based learning can be interpreted as a learning method that uses games

to help facilitate the learning process, make learning more interesting, and even

increase learning effectiveness. It is supported by Shaffer, Squire, Halverson, and Gee

(2005) interesting games from an educational point of view because of their nature

that can help the learning process. Using game-based learning as an online learning

media can increase students' motivation to participate in online learning activities.

However, the use of game-based learning impacts the psychology of students in its

use. One of them is the readiness of students to participate in the use of game-based

learning to make students feel anxious such as heart palpitations, nervousness, nail-

biting, stomach pain, respiratory problems, lack of confidence, sweating, frustration

when using game-based learning as a media online learning. Dixon (2011) added

signs of experiencing anxiety as seen with faster breathing, faster heart rate, feeling
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dizzy, getting “butterflies” in the stomach, feeling sick to the stomach and needing a

toilet, dry mouth and difficulty swallowing, cold sweats, and restlessness (as cited in

Sari, 2021). These signs lead to physical actions such as wiggling, restlessness,

playing with hair or clothes, touching objects anxiously, and stuttering (Sari, 2021).

Anxiety is a feeling of worry. In addition, excessive anxiety also impacts

student behavior, for example, extreme fear (Mahfud & Gumantan, 2020). According

to Hacieminoglu (2016), Common symptoms that often occur from anxiety

experienced by students are such as palpitations, nervousness, nail-biting, stomach

pain, respiratory problems, lack of confidence, sweating, frustration, confusion when

working on a question, and stress when approaching an exam day. The anxiety

experienced by students can impact student participation during online learning.

The Covid-19 pandemic caused student learning anxiety, which impacted

student participation in online learning. Among the anxiety caused by several factors

in game-based learning applications during online learning. The various elements in

applying game-based learning during online learning become a challenge for

students. Some game-based learning factors are competitive (Graesser, 2017), there is

a time limit feature in the quiz (Mansur & Fadhilawati, 2019), and the need for access

via the internet.

There is a need for strategies to reduce student anxiety in online learning from

some game-based learning factors that cause students' anxiety in online learning.

Strategy is a formulation to achieve the goal of the problem to be solved (Sari, 2021).
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Students need a strategy to deal with the anxiety they face. To overcome the fear

experienced, students try to discuss with friends or teachers, find a good internet

connection, and understand the material well (Oktawirawan, 2020). Sari (2021) added

that students can apply strategies when dealing with anxiety: preparation, relaxation

such as taking a breath, trying to calm down, and making friends. These efforts can

overcome the anxiety experienced by students during online learning.

Review of Related Study

In carrying out this research, the researcher found several studies related to the

topic in this study, namely students' anxiety in participating in online learning using

game-based learning. Three related studies will be the rationale for the researcher in

conducting this research. From the three related studies, the researcher will review

and compare the ideas of the three associated studies.

The first study was conducted by Mayasari, Astuti, and Wicaksono (2021).

This study aims to determine the results of the analysis of student anxiety in

participating in online learning in grade 11 SMA in Pontianak. The method used in

this research was a survey. The results showed that reality anxiety was 59% in the

moderate category, 57% for neurotic anxiety in the moderate category, and 55% for

moral anxiety in the moderate category. Based on the description above, the analysis

of student anxiety in online learning is still moderate and not optimal in class XI

SMA in Pontianak.
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The second study was conducted by Oktawirawan (2020). This study aimed to

determine the triggers of student anxiety and the efforts made to overcome this

anxiety. The method used in this research is to use a qualitative form involving 74

respondents who are high school students from various regions in Indonesia. The

results showed that the triggers for students' anxiety during online learning included

difficulty in understanding the material, difficulty in doing assignments, the

availability and condition of the internet network, technical obstacles, and worries

about the next assignment.

The last previous study was conducted by ZainuddinSabri (2018). This study

was conducted to determine the effect of the two picture game on students' anxiety in

speaking at SMAN 1 Jerowaro. This study used a quasi-experimental method using a

control and experiment design. The population used in this study is IPS 1 as the

experimental group and IPS 2 as the control group. Based on the results of the data

obtained, the value of t-test (to) = 8,271 with degrees of freedom = 20 and t table (tt)

= 000 at a significant level = 0.05. From these results, the value of the t-test is lower

than the t-table, so it can be concluded that the two picture game is not effective for

students' anxiety in speaking at SMAN 1 Jerowaro.

From the review of related research described previously, there are similarities

and differences between the three studies. The similarity found is that the three

studies discuss the same topic related to student anxiety during online learning. On

the other hand, these studies have differences. These differences can be seen in the
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research method and the participants in the study. In conclusion, all these related

studies are instrumental for researchers to support the research conducted.

Conceptual Framework

Based on a literature review regarding students' anxiety in online learning

using game-based learning, the researcher describes a conceptual framework related

to students' anxiety in online learning using game-based learning.

Online Learning

The Implementation of
GBL in LMS

Anxiety in Participating Students’ Strategy in

Online Learning Using Dealing Their Anxiety
GBL in Online Learning
Using GBL