A meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes

Ritzhaupt, Albert D.; Huang, Rui; Sommer, Max; Zhu, Jiawen; Stephen, Anita; Valle, Natercia; Hampton, John; Li, Jingwei

doi:10.1007/s11423-021-10036-1

Cited by 33 publications

(23 citation statements)

References 47 publications

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“…Although several recent meta‐analyses have reported that gamification positively affects students' motivation (e.g. Mula‐Falcón et al., 2022; Ritzhaupt et al., 2021; Sailer & Homner, 2020), a closer examination of these published meta‐analyses reveals that they did not explicitly explain whether they focused on intrinsic or extrinsic motivation or their motivation outcomes also included other constructs. For example, although Ritzhaupt et al.…”

Section: Directions For Further Research Concerning Online Flipped Cl...mentioning

confidence: 97%

“…Mula-Falcón et al, 2022;Ritzhaupt et al, 2021;Sailer & Homner, 2020), a closer examination of these published meta-analyses reveals that they did not explicitly explain whether they focused on intrinsic or extrinsic motivation or their motivation outcomes also included other constructs. For example, although Ritzhaupt et al (2021) reported a positive and significant effect size for the influence of gamification on students' affective outcomes, the affective outcomes included not only motivation but also learner self-efficacy, perceived learning, perceived ease of use and attitude.…”

Section: Gamification Can Improve Student Learning Performance But It...mentioning

confidence: 99%

“…For example, although Ritzhaupt et al. (2021) reported a positive and significant effect size for the influence of gamification on students' affective outcomes, the affective outcomes included not only motivation but also learner self‐efficacy, perceived learning, perceived ease of use and attitude.…”

Section: Directions For Further Research Concerning Online Flipped Cl...mentioning

confidence: 99%

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Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

Hew,

Huang

2023

Future in Educational Research

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In the aftermath of the global pandemic, online learning is now ubiquitous around the world. Yet, although online learning has become a common learning approach across the globe, it is still viewed as a weaker option than on‐campus face‐to‐face learning. Specifically, the lack of student engagement in online learning poses a persistent problem to many educators. In this article, we describe three key challenges of fully online learning: students being more easily distracted, students lacking self‐regulation skills and students feeling isolated. Next, we present three possible strategies to address these challenges: promoting active learning through the online flipped classroom model, promoting self‐regulation skills and reducing the sense of isolation through the use of chatbots. For each of the three strategies, we provide a description with relevant empirical studies based on our own work as well as previous work in the literature and discuss possible directions for further research.

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Section: Directions For Further Research Concerning Online Flipped Cl...mentioning

confidence: 97%

Section: Gamification Can Improve Student Learning Performance But It...mentioning

confidence: 99%

Section: Directions For Further Research Concerning Online Flipped Cl...mentioning

confidence: 99%

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Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

Hew,

Huang

2023

Future in Educational Research

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“…With regard to the game elements, several recent systematic reviews ( [13,[26][27][28]) found that points, badges and leaderboards (the popular tern known as PBL) are the most used game elements ( [26,27,29]), but it is widely accepted that these elements are a good start for creating engagement, but using other deeper game elements or dynamics helps to improve engagement and motivation ( [13,30,31]).…”

Section: Apar Design Framework: Activities Points Achievements and Re...mentioning

confidence: 99%

APAR: A Structural Design and Guidance Framework for Gamification in Education

López-Ardao,

Rodríguez-Rubio,

Herrería-Alonso

et al. 2024

Preprint

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A common problem in education has always been to get students to achieve an adequate level of motivation and engagement. Many evidences show that gamification has the potential to make learning more engaging, motivating and effective. However, it is essential to design gamified experiences thoughtfully, ensuring that they align with educational objectives and promote meaningful learning outcomes, and so the lack of established design methodologies can lead to unintended consequences.

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“…Then, the results are obtained by statistical analysis of the studies (Pigott, 2012). The first step to provide a systematic literature review is to determine the academic databases in which the research will be conducted (Ritzhaupt, et al, 2021). After selecting academic databases covering a wide variety of disciplines that publish educational research, the process followed to collect the necessary data was determined (TRDizin, SOBIAD, OAJI, ROAD, ERIC (Education Resources Information Center), DRJI, ASOS Index, DOAJ, published and unpublished theses in the database of the National Thesis Center of the Council of Higher Education (CoHE)).…”

Section: Literature Search Strategymentioning

confidence: 99%

A Meta-Analysis on the Effect of Context-Based Learning on Students' Science Academic Achievement in the Turkish Education System

KARASUBAŞI

Seyhan

2023

Journal of Computer and Education Research

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In this study, the effect of context-based learning (CBL) on Turkish students' science academic achievement was calculated using the meta-analysis method. The Comprehensive Meta-Analysis (CMA) 2.0 program was used to calculate the effect size. The effect size of the CBL on the achievement of the students was determined to be 0.928 and this result is interpreted as “large level” in the relevant literature (Cohen 1988; Thalheimer & Cook, 2002). It was determined that the effect of context-based learning on students' science academic achievement was p<0.05. According to all the results obtained within the scope of the research, it can be said that CBL has a significant effect on Turkish students' science academic achievement. As a result of the statistical calculations made within the scope of the research, it was concluded that context-based learning did not make a significant difference on the academic achievement of students in terms of teaching level and science field.

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A meta-analysis on the influence of gamification in formal educational settings on affective and behavioral outcomes

Cited by 33 publications

References 47 publications

Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

Promoting engagement in online learning beyond COVID‐19: Possible strategies and directions for future research

APAR: A Structural Design and Guidance Framework for Gamification in Education

A Meta-Analysis on the Effect of Context-Based Learning on Students' Science Academic Achievement in the Turkish Education System

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