Evaluation of gamification techniques in learning abilities for higher school students using FAHP and EDAS methods

The rapid development of information technology has made a wide range of cutting-edge technologies accessible, supporting the flourishing of human existence. Modern technology has made it possible for new computer-based technological strategies like gamification. The pedagogical framework is based on the “gamification” game format, which is one of the most recent teaching strategies and has an engaging component for students. Gamification, flipped learning, and problem-based learning are three examples of the technical aspect of escape rooms. In the academic setting, gamification aims to boost student engagement and motivation in order to produce a better user experience. Gamification has been found to increase levels of participation, foster it, and improve activity outcomes. Gamification is recommended in educational settings to improve students’ achievement, focus, and contentment in light of these benefits. In order to establish an effective learning environment where students may effectively improve their learning capacities and boost their performance, it can be difficult to select a higher performing technique among the available techniques due to the ongoing use of gamification techniques. The fuzzy analytical hierarchy process (FAHP) and evaluation based on distance from average solution (EDAS) are applied in order to determine the criterion weighting and assess the techniques in order to make a good decision. The presented paper analyzed numerous game-based learning techniques along with their applications in the educational field. Additionally, ten criteria and eight gamification methodologies are used to assess and pick the prior pertinent works. By utilizing the suggested approaches, the decision problem has been resolved. The FAHP approach is used in the suggested analysis to evaluate the criteria and determine their weights. Then, using the EDAS method, places are assigned to the chosen procedures based on their evaluation score and criterion weighting. The results of the appraisal show that the gamification technique with the highest production takes first place and is regarded as the best-performing and most successful technique. On the other hand, it is clear that the technique with the lowest production takes the bottom spot and is referred to as the least expensive and lowest performing technique. In order to increase students’ motivation, which could have a substantial impact on learning, it has been discovered that gamification is a feasible strategy.