Toleransphere: An Innovative Gamification Method to Enhance Understanding in the Ethics and Civilisation Course

Toleransphere: An Innovative Gamification Method to Enhance Understanding in the Ethics and Civilisation Course

Khairul Azhar Meerangani^1*, Mohammad Fahmi Abdul Hamid², Siti Nurul Izza Hashim³, Ahmad Faqih Ibrahim⁴, Nadiatul’Ain Md Saharif⁵

^1,2,3Academy of Contemporary Islamic Studies, Universiti Teknologi MARA Melaka

⁴Faculty of Islamic Knowledge, University of Islam Malacca

⁵Department of National Unity and Integration, Ministry of National Unity

*Corresponding Author

DOI: https://dx.doi.org/10.47772/IJRISS.2025.905000415

Received: 14 May 2025; Accepted: 17 May 2025; Published: 19 June 2025

ABSTRACT

ToleranSphere is an innovation in teaching and learning (T&L) for the CTU554: Ethics and Civilisation course at Universiti Teknologi MARA (UiTM). This method integrates physical exploration with elements of gamification, including Direction Maps, Quizzes, Lifelines, Clues, Rewards, and Penalties. The approach aims to enhance student interactivity and engagement in understanding the history and civilisation of Malaysia, the Federal Constitution, multicultural societal interactions, volunteerism, and ICT-related challenges. It is designed to overcome challenges in conventional teaching by providing a more dynamic, engaging, and effective learning experience. Therefore, this study aims to analyse the effectiveness of this innovation in strengthening the understanding of UiTM students in the CTU554 course. This research employs an action research design with data collected through questionnaires, observations, and semi-structured interviews involving current semester students and course lecturers. Findings reveal that 70% of students reported improved understanding, 85% found the method more engaging than traditional approaches, and 80% of lecturers agreed that the innovation aided in delivering lectures. ToleranSphere not only enhances the learning experience but also proves effective in making education more inclusive, flexible, and interactive. The study also recommends the expansion of gamification approaches like ToleranSphere in other T&L courses that focus on humanity and values to stimulate more holistic 21st-century learning.

Keywords: ToleranSphere, Gamification, Ethics and Civilisation, T&L Innovation, Holistic

INTRODUCTION

The CTU554 (Ethics and Civilisation) course is a university core subject offered to students in public institutions of higher learning in Malaysia, particularly at Universiti Teknologi MARA (UiTM). This course aims to empower students with ethical values, an understanding of history and civilisation, foundational knowledge of the constitution, principles of national integration, as well as the practice of volunteerism and the ethical use of information technology. However, as a theory- and concept-based subject, one of the main challenges faced by educators is how to make the teaching sessions more engaging, interactive, and meaningful for today’s generation of students, who tend to prefer active and visual learning styles. In the era of the Fourth Industrial Revolution and post-pandemic education, innovation in pedagogy has become a key requirement to ensure the effectiveness of the teaching and learning (T&L) process.

Gamification—defined as the use of game elements in non-game contexts—has been identified as one of the effective methods for increasing student engagement, fostering intrinsic motivation, and promoting collaborative and self-directed learning. Based on this need, an innovative approach called ToleranSphere was developed and its effectiveness tested in the context of teaching the CTU554 course. ToleranSphere integrates gamification elements such as quizzes, direction maps, clues, and rewards, implemented through an exploratory activity format known as explorace. Students are encouraged to move actively, complete tasks at themed locations, and relate these tasks to the topics studied. This approach is not only enjoyable but also aims to strengthen understanding and instil ethical and humanitarian values in real-life contexts. This article aims to academically evaluate the implementation of ToleranSphere and analyse its impact on students’ mastery, interest, and satisfaction with the CTU554 subject.

Problem Statement

The teaching of CTU554, which is grounded in values, history, and ethics, is often seen as challenging in terms of delivery due to its conceptual nature and lack of direct technical or practical applications. Conventional methods commonly used in classrooms; such as one-way lectures, presentations, and written assignments, have been found to be less effective in capturing students’ interest and do not significantly impact their understanding and appreciation of the course content. Students tend to lose focus, engage passively, and struggle to relate theoretical concepts to real-life contexts. Moreover, the current demands of higher education call for teaching and learning (T&L) approaches that are not only effective but also aligned with 21st-century learning needs, which emphasize active engagement, critical thinking, collaboration, and the use of technology and innovative methods. In this context, gamification offers significant potential to transform students’ learning experiences. However, studies focusing specifically on the application of gamification in value- and humanity-based subjects like CTU554 remain limited. Therefore, a structured and systematic approach needs to be designed, and its effectiveness evaluated.

ToleranSphere was developed as an innovative response to these challenges, combining elements of exploration, station-based tasks, and game-based activities in its learning implementation. This study was carried out to evaluate the extent to which this approach enhances the quality of T&L for the CTU554 course from the students’ perspective. Several key challenges in teaching the CTU554 course include:

• Difficulty in engaging students with historical and civilisational concepts.
• Lack of interactivity in conventional teaching sessions.
• Challenges in effectively delivering topics related to the Federal Constitution and ethnic relations.
• The need to align T&L practices with technological advancements and industry requirements.

In efforts to strengthen the effectiveness of teaching and learning in this course, ToleranSphere was designed to address these issues through a more dynamic, interactive, and student-centred pedagogical approach. Traditional methods such as lectures, written notes, and memorisation have long been the norm in higher education. However, with technological advancements and the growing need to enhance student engagement, there is great potential to incorporate more interactive and visual elements into T&L, especially in the CTU554: Ethics and Civilisation course. Key needs identified in teaching this course include:

• Students require more systematic learning strategies to effectively grasp concepts of history, civilisation, and the constitution.
• Lecturer-centred approaches could be improved through the integration of digital tools and physical activities that support self-directed and interactive learning.
• An increase in gamified teaching aids can enhance students’ understanding through visual elements, physical exploration, and hands-on experiences.
• The provision of innovative approaches not only facilitate lecturer delivery but also boosts student interest, knowledge retention, and active engagement.

Through the ToleranSphere innovation, learning is enhanced using an explorace and gamified approach, making it more dynamic, interactive, and enjoyable. This method allows students to engage with concepts on a deeper level through experiential learning, thereby strengthening their understanding of ethical principles, civilisation, and multicultural interaction in a more meaningful way.

LITERATURE REVIEW

Several previous studies have established the need for innovation in teaching and learning approaches, particularly for value-based courses such as Ethics and Civilization. In general, theoretical courses that emphasize aspects of humanity and civilization, such as CTU554, play a vital role in shaping students’ character, identity, and civic awareness. Therefore, innovative approaches in teaching are not only essential to strengthen students’ understanding and mastery of course content, but more importantly, to internalize ethical and civilizational values in their daily lives.

Gamification in Education

21st-century education demands pedagogical approaches that are multidimensional, student-centered, and aligned with technological advancements. The ability of students to think critically, collaborate effectively, communicate efficiently, and adapt to changes has become a key indicator of the effectiveness of teaching and learning processes (Kereluik et al., 2013). In the context of higher education, traditional lecturer-centered methods are increasingly seen as less effective, as students today are more responsive to interactive and experiential learning approaches (Kolb, 2015). In response to this, pedagogical innovations such as problem-based learning, collaborative learning, and gamification have gained prominence. Gamification refers to the application of game elements in non-game contexts such as education, business, and management (Deterding et al., 2011). In education, elements such as rewards, challenges, point systems, achievement levels, and healthy competition are employed to boost student motivation and encourage active engagement in learning activities (Kapp, 2012).

A study by Hamari et al. (2014) found that gamification has a positive impact on student interest, attendance, performance, and satisfaction, especially when implemented in ways that are relevant to the content and student context. This aligns with constructivist and experiential learning theories, which emphasize knowledge construction through exploration, hands-on experiences, and active problem-solving in both individual and collaborative settings (Gee, 2003). Gamification does more than simply make learning enjoyable—it allows students to engage in authentic, contextual, and student-centered learning experiences. Although early studies on gamification largely focused on STEM fields (Science, Technology, Engineering, and Mathematics), more recent developments have shown their potential in value-based and humanities-related disciplines such as ethics, philosophy, history, and civilization studies. These subjects inherently require teaching strategies that can stimulate critical thinking, moral awareness, and empathy—elements that are challenging to cultivate through conventional methods alone.

Gamification in Value-Based and Humanities Subjects

Although gamification is widely applied in STEM and technical subjects, its use in value-based courses such as ethics, history, and civilization is gradually expanding. According to Yildirim (2017), integrating gamification elements such as role-playing simulations, moral decision-making, and ethics-based dilemma tasks can help students grasp abstract concepts in a more tangible way. His study in the context of a philosophy course found that game elements emphasizing narrative, character, and moral conflict were effective in fostering reflective thinking among students. Gamification can also create a more dynamic discussion environment and engage students in contemporary issues related to values and ethical principles. Meanwhile, a study by Ibrahim et al. (2020) highlights the concept of reflective gamification, which refers to game-based activities that encourage students to draw connections between course content and their real-life experiences. The study found that gamified activities conducted outside the classroom (such as themed explorace, community simulations, or field-based assignment games) increased students’ emotional and intellectual engagement and enhanced their understanding of social issues and humanitarian values. These out-of-classroom elements also strengthen experiential learning, that is, learning through direct, real-world experience.

In Malaysia, General Studies (Mata Pelajaran Umum, MPU) subjects such as CTU (Appreciation of Ethics and Civilization), TITAS (Islamic and Asian Civilization), and Ethnic Relations are designed to cultivate holistic thinking, unity, and awareness of cultural and religious diversity. However, there is a lack of studies specifically examining the application of gamification within the local context for these subjects. Most current teaching and learning approaches still rely on lecture-based delivery and lack interactivity. Therefore, innovations that combine physical activities (such as exploring campus or community-based locations) with value-based content are greatly needed to make learning more meaningful and relevant to students’ real-life contexts.

Development of the ToleranSphere Innovation

ToleranSphere is a pedagogical innovation that integrates physical explorace activities, location-based quizzes, value-based clues, and motivational rewards within the context of the course CTU554: Ethics and Civilization. These elements align with the gamification model by Werbach & Hunter (2012), which emphasizes the use of dynamics (motivation), mechanics (game structure), and components (elements such as badges, points, and levels). In addition, ToleranSphere also reflects the principles of constructivist learning and experiential learning theory (Kolb, 1984), which stress learning through exploration, reflection, and direct experience. Research on ToleranSphere is expected to fill a gap in local literature and has the potential to offer a gamification model that is not only engaging but also rich in values and humanistic impact, aligning with the aspirations of holistic education within the framework of Malaysia Madani. ToleranSphere incorporates several innovative approaches to teaching and learning, including:

• Digital Platform Use: Interactive modules via web-based learning or mobile applications.
• Gamification: Quiz activities, group challenges, and simulations to increase student engagement.
• Collaborative Approach: Group discussions, both virtual and physical, to encourage idea exchange.
• Case Study Analysis: Students are given real-world scenarios relevant to the topic studied.
• Multimedia Use: Videos, infographics, and animations to explain complex concepts.

The implementation of ToleranSphere focuses on four key components:

Figure 1: ToleranSphere’s Framework

i. Needs Analysis for Innovation: A preliminary study was conducted to identify challenges in conventional teaching of CTU554. Methods such as surveys, lecturer interviews, and student performance analysis were used to pinpoint gaps in current methods. The findings revealed a need for more interactive, structured, and experience-oriented teaching approaches.

ii. Innovation Development: ToleranSphere gamification was developed with a focus on the main themes of the CTU554 course, namely Malaysian History and Civilization, The Federal Constitution, Plural Society Interaction, Volunteerism, and ICT Challenges. All these themes are incorporated as clues and quizzes to enhance students’ understanding interactively.

iii. Implementation of Teaching Innovation: The ToleranSphere innovation adopts an explorace approach, combining four main components:

1. Navigation Map: Students use a directional map to navigate between learning stations that contain interactive activities.
2. Quiz: Students begin their journey by answering quizzes that test their understanding of basic concepts.
3. Lifeline: Students are granted a lifeline upon successfully completing a station.
4. Clues: Students can receive clues to solve questions according to the given rules.
5. Rewards: Students earn points or incentives for each successfully completed task, or
6. Penalties: Students who fail to answer correctly receive additional tasks as penalties.

Figure 2: ToleranSphere Navigation Map

These activities are conducted physically both inside and outside the classroom, encouraging collaborative and explorative learning.

iv. Effectiveness Analysis of the Innovation: The effectiveness of this innovation is evaluated through several methods:

• Feedback Surveys: Gathered from students and lecturers regarding the effectiveness of activities in improving understanding.
• Student Performance Analysis: Comparing performance before and after implementing ToleranSphere to measure improvement in comprehension and academic achievement.
• Classroom Observations: To assess levels of student engagement and motivation during the activities.

Research findings show a significant increase in student interest and understanding of the subject, with the majority reporting that this method is more engaging than conventional teaching. Through this innovative approach, ToleranSphere not only enriches the learning experience but also proves its effectiveness in creating a more inclusive, flexible, and impactful learning environment.

RESEARCH METHODOLOGY

This study employed a quantitative approach in the form of a descriptive survey to assess students’ perceptions and the level of effectiveness of the ToleranSphere approach in the teaching and learning process of the course CTU554: Appreciation of Ethics and Civilization. This design was selected to gain a comprehensive overview of the experiences, understanding, and satisfaction of students directly involved in the gamified activities. The study sample consisted of 120 undergraduate students from various faculties at Universiti Teknologi MARA (UiTM), Melaka Branch, who were enrolled in CTU554 during the same semester. Respondents were selected using purposive sampling, involving only those students who had experienced the ToleranSphere approach throughout the entire semester. The primary instrument used in the study was a questionnaire developed by researchers based on indicators of teaching and learning effectiveness (PdP) and gamification elements. The questionnaire was divided into four main sections:

• Section A: Student Demographic Information
• Section B: Student Acceptance of Innovation Development
• Section C: Effectiveness of the ToleranSphere Innovation

The instrument underwent expert validation and a pilot test involving 30 students to ensure its validity and reliability. The Cronbach’s Alpha value for the entire instrument was 0.89, indicating a high level of reliability. Quantitative data collected were analyzed using the Statistical Package for Social Sciences (SPSS) version 27. Descriptive analysis, such as frequency, mean, and standard deviation, was used to illustrate general patterns in students’ perceptions and experience.

RESULTS AND DISCUSSIONS

The ToleranSphere approach was implemented in the form of an explorace activity based on the main themes of the CTU554 course, namely Civilization, Ethics, Constitution, Unity, and ICT. Students were divided into small groups and were required to complete tasks at different locations (stations), each containing clues, quiz questions, reflective activities, and group challenges. The implementation sessions were conducted by the course lecturers together with trained student facilitators. Self-assessment and reflection were also conducted after the activities through Google Forms and a post-activity lecture summary session. This study also evaluated student perceptions regarding usability, improved understanding, and the potential for enhancement of the ToleranSphere innovation through a survey instrument divided into three key sections: usability, knowledge enhancement, and students’ qualitative feedback. A total of 142 students enrolled in the CTU554 course from five groups provided their feedback.

Perception of Innovation Effectiveness

Overall, the data indicated a significantly positive reception toward the effectiveness of ToleranSphere:

Table 1: Perception of Innovation Effectiveness

Most students agreed that the gamification approach enhanced their understanding of the course content and made the learning process more engaging and accessible to different learning styles. These findings align with previous studies such as those by Kapp (2012) and Zainuddin et al. (2020), who emphasized that gamification could improve motivation, focus, and student comprehension of learning content. Descriptive analysis showed that students gave a high mean score to statements related to the improvement of their understanding of the key CTU554 topics after participating in ToleranSphere (Mean = 4.42, SD = 0.52). Most respondents stated that the gamification activities helped them grasp the concepts of civilization, shared values, and ethics more deeply, as they were required to relate theories to real-life scenarios through physical activities.

These findings support those of Hamari et al. (2014) and Gee (2003), who highlighted that game-based learning experiences promote active and contextual knowledge construction. The integration of academic content with real-life challenges and exploration elements helped make abstract subjects more understandable. A total of 91% of students reported being ‘highly engaged’ in the ToleranSphere activities, with a mean engagement score of 4.57 (SD = 0.44). Students noted that the collaborative environment, healthy competition, and informal elements such as directional maps and clues encouraged them to be more active, focused, and motivated. This is in line with the views of Kapp (2012) and Deterding et al. (2011) that gamification can transform learning into a more interactive and enjoyable experience, thereby enhancing both cognitive and emotional engagement.

The study also found that the mean score for student satisfaction was 4.49 (SD = 0.48). Students described the approach as ‘innovative’, not boring’, and ‘offering real learning experiences’. They also suggested that this approach be extended to other topics in the CTU course and other MPU courses. Student satisfaction indicates that ToleranSphere not only fulfills cognitive learning objectives but also delivers an effective and social impact. This supports Kolb’s (2015) findings on the effectiveness of experiential learning in building long-term memory and fostering positive attitudes toward learning.

Challenges and Constraints in Using Innovation

Although generally well-received, several issues were identified by the students:

Table 2: Challenges and Constraints in Using Innovation

The need for adaptation time and sufficient support materials indicates the necessity for improvements in user experience design. Technical issues also highlight the need for system stability and platform compatibility for broader implementation. Several challenges were also identified through open-ended feedback from respondents, including difficulties in navigating locations, time constraints during the activities, and varying levels of participation among groups. Students suggested that activities be given over a longer duration, with the addition of visual and interactive audio materials, as well as digital support such as QR codes and mobile applications. These challenges underscore the importance of designing gamification that is responsive to logistical realities and student needs. They also open up opportunities for continuous improvement and more systematic integration of digital technologies in future phases.

Students’ Suggestions for Improvement

Students also provided several constructive suggestions to enhance the effectiveness of Toleransphere:

Table 3: Students’ Suggestion for Improvement

These suggestions reflect the students’ desire to be more actively involved if technical support and user experience are further refined. The recommendation to upgrade into a mobile application is also viewed as a strategic need to ensure the sustainability of the innovation. Overall, the Toleransphere innovation is well received by students in terms of effectiveness, usability, and interactivity. However, there is a strategic need to streamline technical aspects, enhance user support, and expand its application across various courses. The Toleransphere approach can be further strengthened through the integration of digital technologies such as mobile apps, interactive QR codes, and online scoring systems. Additionally, systematic training and exposure for lecturers in gamification activity development should be provided to ensure the sustainability of this innovation. Moreover, further research should be conducted to evaluate its long-term impact on students’ academic achievement and character development.

Analysis of Student Achievement

This study also analyzed the impact of Toleransphere implementation on students’ performance in the CTU554 course by comparing initial assessments (pre-test) and final assessments (post-test) based on the course’s three main themes: Ethics and Civilization, National Unity, and Nationhood and ICT. The table below shows the percentage increase in students’ understanding.

Table 4: Percentage Increase in Students’ Understanding Scores by Theme

The analysis shows a significant increase in students’ level of understanding after the implementation of Toleransphere across all three major themes. Theme 1 recorded an increase of 53.8%, indicating that historical elements, concepts of civilization, and ethics were better understood when presented through exploratory and collaborative methods. Theme 2 recorded the highest increase (61.3%), proving the effectiveness of this approach in raising student awareness on issues such as ethnic relations, unity, and social contract through interactive and simulated experiences. Theme 3 showed an increase of 59.5%, demonstrating that students gained better understanding of issues surrounding nationhood, technology, and media ethics through context-based assignments designed within the Toleransphere experience. These findings align with the principles of experiential learning (Kolb, 2015) and the effectiveness of gamification in delivering abstract content through contextual and engaging methods (Hamari et al., 2014; Kapp, 2012).

CONCLUSION

This study proves that a gamified learning approach through the Toleransphere project can enhance students’ understanding, engagement, and satisfaction in the CTU554 course: Appreciation of Ethics and Civilization. The learning activities, designed as physical exploration enriched with quizzes, challenges, and clues, successfully transformed the learning experience from a conventional format into one that is more dynamic, enjoyable, and meaningful. The study findings reveal that most students responded positively to the effectiveness of this approach, particularly in fostering critical thinking, group collaboration, and application of civilizational values in real-life contexts. Although there were some implementation challenges, the feedback received provides a strong foundation for continuous improvement and the expansion of this approach to other courses. In conclusion, Toleransphere not only serves as an alternative pedagogical tool, but also holds great potential as a reference model for empowering the teaching of value-based and identity-forming courses in higher education institutions.

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