Can gamification help to improve education? Findings from a longitudinal study

Putz, Lisa-Maria; Hofbauer, Florian; Treiblmaier, Horst

doi:10.1016/j.chb.2020.106392

Cited by 185 publications

(126 citation statements)

References 51 publications

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“…Por lo que respecta a la categoría referida a la motivación suscitada por la propuesta, la percepción de la docente se ve refrendada por múltiples autores, quienes afirman que la motivación es una de las grandes beneficiadas por el uso de la gamificación (Contreras-Espinosa, 2016; Hernández-Horta, Monroy-Reza y Jiménez-García, 2018; López-Rodríguez, Avello-Martínez, Baute-Álvarez y Vidal-Ledo, 2018; Rodríguez et al, 2019;Putz et al, 2020). En este sentido, el profesorado de educación primaria tiende a emplear el juego y la gamificación con el fin de generar motivación en el aprendizaje (Orozco y Moriña, 2020).…”

Section: Discussionunclassified

Gamificando en tiempos de coronavirus: el estudio de un caso

Salvador-García

2021

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La COVID-19 ha generado un escenario educativo inesperado en el que la educación a distancia se ha convertido una realidad en todas las etapas educativas. No obstante, atender a todo el alumnado debe seguir siendo una prioridad docente. Este estudio de caso examina el efecto generado por una propuesta gamificada sobre alumnado de tercero y cuarto de primaria. El estudio se acomete mediante una metodología mixta que analiza cuantitativamente los datos de participación del alumnado (n=138) y cualitativamente la percepción de la docente implicada a través de una entrevista. Los resultados cuantitativos, evidencian diferencias estadísticamente significativas en la participación del alumnado durante las semanas que se utilizó la gamificación. Además, la entrevista muestra cuatro categorías sobre las que se conforma la percepción de la docente sobre la intervención: inclusión, participación, motivación y reto personal. En conclusión, el estudio desvela que la gamificación puede ser un método útil para favorecer la educación inclusiva, aumentar la participación del alumnado e incrementar su motivación; y aporta información de calado susceptible de ser transferida a otros contextos a fin de mejorar las experiencias de educación a distancia garantizando la atención a todo el alumnado. COVID-19 has come with an unexpected educative scenario where distance education became a reality in all educational stages. However, attending to every student should still be a must for all educators. This case study examines the effect of a gamified proposal on third and fourth level primary students. The study uses a mixed methods approach analyzing quantitatively students’ participation data (n=138) and qualitatively the viewpoint of the involved teacher through an interview. The quantitative results show statistically significant differences in the students’ participation during the weeks that gamification was applied. Moreover, the interview displays four categories that conform the teachers’ perspective regarding the intervention: inclusion, participation, motivation and personal challenge. In conclusion, the study discloses that gamification may be a useful method to promote an inclusive education, increase students’ participation as well as their motivation. In addition, it contributes to share relevant information transferable to other contexts in order to improve distance education experiences guaranteeing attention to all students.

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Section: Discussionunclassified

Gamificando en tiempos de coronavirus: el estudio de un caso

Salvador-García

2021

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“…Moreover, gamified e-quizzes proved to generate enhanced remembrance of learning after repeated retrieval of that learning compared to limited or no retrieval related to paper quizzes. Additionally, this use of gamification supports the content of the course because of its effectiveness as instructional content; its observed performance points to deeper processing with improved retrieval of knowledge (Putz et al 2020;Zainuddin et al 2020). Besides, gamified e-quizzes can be potentially supported by other technology, such as multimedia presentation, interaction means, and attractive design, which compares favorably to paper quizzes.…”

Section: Series1 Series2mentioning

confidence: 92%

Developing gamification e-quizzes based on an android app: the impact of asynchronous form

et al. 2021

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Because of the heath measures taken during the outbreak of Covid-19, the lack of educational methods has become the primary concern among educational professionals who have been using technology as a motivational tool. Gamification is very important because it helps students to represent their study contents and enrich their experiences of higher education when learning in-person is unavailable during the Covid-19 period. This study seeks to present an Android-based gamification app to evaluate the effect of using gamification and e-quizzes on college students' learning. We used the visual blocks language from the MIT App Inventor platform to develop an application, available at (https://play.google.com/store/apps/details?id=appinventor.ai_mekomerofofo. projectGamification). The participants were students from level 2 who used digital lessons for learning MATLAB. The study included gamified learning and non-gamified learning, both integrated into lesson plans, to investigate the differences in learners' performance. Two types of quizzes were used for instruction: gamified e-quizzes and paper-based quizzes. The outcomes plainly showed that using the new gamified e-quiz was more effective than using paper-based quizzes. They are better for assessing the learning performance of the students in question, specifically in terms of formative assessment. It is very important for instructors to apply games as a modern and innovation-oriented tool through which students can be engaged in an attractive, competitive experience.

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“…Gamification is applied to develop various learning materials, including: language, computers, statistics, and others [28], [29], [30]. The application of gamification is generally applied in learning design as a strategy to make learning methods more attractive [30], therefore increase students knowledge retention [31]. In another study, gamification was also shown to increase achievement motivation [32] and increase material absorption [29].…”

Section: Related Workmentioning

confidence: 99%

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

Marisa¹,

Sakinah²,

Izzah³

et al. 2020

IJACSA

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Learning activities during the Covid-19 pandemic were carried out with an online system even though in reality many institutions had not prepared their systems and infrastructure properly. Some e-learning media that are generally used based on survey results include 53.81% google classrooms combined with other applications that are not integrated with the institution's Learning Management System. This condition provides research opportunities to evaluate the effectiveness of online learning, especially how students are motivated to learn the method, where the results can be used as a reference in developing and refining the method. Based on many studies, that the gamification model can increase individual motivation in carrying out activities, this study uses a gamification octalysis framework to analyze the extent of the role of gamification in the learning process and measure the amount of student motivation in online learning activities. The evaluation results show that the conclusion of the Likert scale results in a "High" level, while the highest score is "Very High". As for the octalysis test scale, the average score of 6.5 on a scale of 1 to 10. The conclusion from the results of this evaluation is that the motivation to learn e-learning during the Covid-19 period is quite high and has the potential to be developed. While the results of the Octalysis framework with 8 core drives are still average, for that we need innovation in E-learning which aims to increase student motivation based on Octalysis's 8 core drives. The results of this study recommend that gamification is needed to increase student learning motivation in order to improve learning outcomes.

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Can gamification help to improve education? Findings from a longitudinal study

Cited by 185 publications

References 51 publications

Gamificando en tiempos de coronavirus: el estudio de un caso

Gamificando en tiempos de coronavirus: el estudio de un caso

Developing gamification e-quizzes based on an android app: the impact of asynchronous form

Evaluation of Student Core Drives on e-Learning during the Covid-19 with Octalysis Gamification Framework

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