Descriptive Study of Motivation in Gamification Experiences from Higher Education: Systematic Review of Scientific Literature

Torres-Toukoumidis, Ángel; Carrera, Paola; Balcázar, Ignacio Briceño; Balcazar, Gabriela

doi:10.13189/ujer.2021.090403

Cited by 6 publications

(2 citation statements)

References 8 publications

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“…This refers to a student's willingness to engage without the need for external rewards. Tapping into intrinsic motivations greatly improves long-lasting retention, with meaningful experiences for the learners [34,35]. Puspitasari, Ika Arifin, and Shokhibul [36] investigated the impact that gamification has on learner motivation using a meta-analysis.…”

Section: Literature Analysis 21 Gamificationmentioning

confidence: 99%

Cohesive Online Education Model Using Emergent Technologies to Improve Accessibility and Impact

Swanepoel

2024

Education Sciences

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It is commonly known that the present systems and techniques used in education are outdated. In 1983, UNESCO had already called attention to this, calling present techniques archaic and inefficient. Though a lot of new developments have been achieved and a lot of commendable work has been carried out to remedy particular shortfalls in present systems, no literature was found that develops a concise and complete model for an education approach that maps the use of emergent technologies and techniques to improve on shortfalls in present teaching and learning paradigms. This paper reviews emergent technologies and techniques and their impacts and successes, to propose a combined model for online education to improve the effectiveness, accessibility and impact of teaching and learning activities. This paper concludes by presenting the possible future scope of education and employment structures by examining the possible impacts of the proposed model.

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Section: Literature Analysis 21 Gamificationmentioning

confidence: 99%

Cohesive Online Education Model Using Emergent Technologies to Improve Accessibility and Impact

Swanepoel

2024

Education Sciences

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“…Among included studies with learning achievement in focus, only 5% involved qualitative data-collection techniques. A number of authors recommend exploring the topic via a mixed-method approach (Alt & Raichel, 2020;Segura-Robles et al, 2020;Aşıksoy, 2018;Hew et al, 2016;Huang et al, 2019b;Ortiz-Rojas, Chiluiza & Valcke, 2019;Torres-Toukoumidis et al, 2021;Wichadee & Pattanapichet, 2018). Specifically, involving more interview data in addition to the data collected via quantitative means (Aşıksoy, 2018;Hew et al, 2016;Huang et al, 2019;Ortiz-Rojas, Chiluiza, & Valcke, 2019;Wichadee & Pattanapichet, 2018) and triangulating the data collected via self-report questionnaires or qualitative techniques with the observational data would be a good idea (Segura-Robles et al, 2020;Alt & Raichel, 2020).…”

Section: Intervention Design and Reported Learning Outcomesmentioning

confidence: 99%

The Impact of Gamified Instruction on Students’ Learning Outcomes: Systematic Review of Experimental Studies

Jaftha¹,

Zahra-Micallef²,

Chircop³

2021

IJE

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This systematic review critically explores the intervention design and findings of the experimental studies that were published between January 2012-December 2020 in a number of digital libraries and databases and had the effect of a gamified instruction on students’ learning outcomes in their focus, with the aim of identifying what constitutes success or the lack thereof in the given context. The found effect(s) of gamified instruction on students’ learning engagement and achievement are discussed in relation to the a) intervention design, its flaws and their potential impact on reported outcomes and b) prevalent practice in gamification research. The discussion is structured around data collection sources, sample size, and intervention duration, but also the characteristics of learning technology, learning approach, course content, type of games and game elements. This study proposes a list of categories to be included in the description of a study context so that it is possible to a) systematically organise research findings, b) filter the variety of findings via means of replication studies. c) recognise the variant effect on different sub-populations, and d) suggest the way forward when designing and implementing gamified instruction within specific conditions. Furthermore, the study highlights the necessity of approaching the topic through a mixed-method approach involving a more intensive tracking schedule with new assessment instruments and a larger number of participants that are longitudinal or at least of a longer duration in order to obtain more comprehensive findings.

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Virtual Classroom Design Model and Its Relation to Student Motivation and Performance in a Moodle Learning Environment During the Emergency of COVID-19

Llerena-Izquierdo

2022

Doctoral Symposium on Information and Communication Technologies - DSICT

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Descriptive Study of Motivation in Gamification Experiences from Higher Education: Systematic Review of Scientific Literature

Cited by 6 publications

References 8 publications

Cohesive Online Education Model Using Emergent Technologies to Improve Accessibility and Impact

Cohesive Online Education Model Using Emergent Technologies to Improve Accessibility and Impact

The Impact of Gamified Instruction on Students’ Learning Outcomes: Systematic Review of Experimental Studies

Virtual Classroom Design Model and Its Relation to Student Motivation and Performance in a Moodle Learning Environment During the Emergency of COVID-19

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