Engaging Asian students through game mechanics: Findings from two experiment studies

Hew, Khe Foon; Huang, Biyun; Chu, Skw; Chiu, Dickson K.W.

doi:10.1016/j.compedu.2015.10.010

Cited by 241 publications

(216 citation statements)

References 20 publications

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“…This study aims to make a contribution in this respect by investigating the use of gamification in a higher education context via a combination of experimental and qualitative research methods. Some results of this study have been reported elsewhere (Hew, Huang, Chu, & Chiu, 2016). In this paper, we described the possible interaction between basic human desires and game mechanics (Table 1), explained the meaningful gamification framework (Figure 1), compared the experimental and control group students' perceptions of the course (via survey data), provided qualitative findings related to students' perceptions of gamification (via interview data), and the instructor's perceptions of gamification (via self-reflection data).…”

Section: Research Questionsmentioning

confidence: 77%

Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Tan¹,

Hew

2016

AJET

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<p>In this study, we investigated how the use of meaningful gamification affects student learning, engagement, and affective outcomes in a short, 3-day blended learning research methods class using a combination of experimental and qualitative research methods. Twenty-two postgraduates were randomly split into two groups taught by the same instructor. The experimental group attended a course that incorporated the notion of meaningful gamification – that is, utilising the game mechanics of points, badges, and a leader board, as well as activities based on self-determination theory. The control group attended the same course and activities taught by the same instructor but without the game mechanics. Data sources included students’ pre-and post-tests scores, group artefact scores, discussion forum posts, students’ questionnaire survey, students’ interviews, and the teacher’s self-reflections. Results suggest that students in the experimental group posted more messages in the discussion forums than the control group. Furthermore, the quality of group artefacts produced by the participants in the experimental group was overall higher than those in the control group. All students in the experimental group strongly agreed or agreed that they found the course motivating. However, only about half the participants in the control group found the course motivating.</p>

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Section: Research Questionsmentioning

confidence: 77%

Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Tan¹,

Hew

2016

AJET

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“…In turn, game design elements which are used in the creation of Barata et al, 2014;Bernik et al, 2015;Hanus & Fox, 2015;Holman et al, 2015;Ibanez et al, 2014;Jang et al, 2015;Krause et al, 2015;Laskowski & Badurowicz, 2014;Latulipe, Long, & Seminario, 2015;Leach et al, 2014;Poole et al, 2014;Sillaots, 2014;Utomo & Santoso, 2015) Interaction with learning environment 11 (21%) Boticki et al, 2015;Herbert et al, 2014;Morschheuser et al, 2014;Nevin et al, 2014;Paiva et al, 2015;Pedro et al, 2015b;Pettit et al, 2015) Exercises 6 (12%) Hakulinen et al, 2015;Hasegawa et al, 2015;Lehtonen et al, 2015;Long & Aleven, 2014;Tvarozek & Brza, 2014) Collaboration/discussions/ social interactions 4 (8%) Knutas et al, 2014;Shi et al, 2014;Smith et al, 2014) Projects/labs 6 (12%) (Bonde et al, 2014;Boskic & Hu, 2015;Hew et al, 2016;Landers & Landers, 2015;Sillaots, 2015;Simoes et al, 2015) Tests 4 (8%) Attali & Arieli-Attali, 2015;Christy & Fox, 2014;Tu et al, 2015) Othersgamification scenarios can be divided into three categories: dynamics, mechanics and components (Werbach & Hunter, 2012). 1 Dynamics represents the highest conceptual level in a gamified system.…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

“…Typically, no justification is given for the selection of particular game elements. There is a need of more studies that can improve our understanding of how individual game elements are linked to behavioral and motivational (Attali & Arieli-Attali, 2015;Barrio et al, 2015;Boticki et al, 2015;Christy & Fox, 2014;Davis & Klein, 2015;Hakulinen et al, 2015;Landers & Landers, 2015;Long & Aleven, 2014;Pedro et al, 2015a;Tu et al, 2015;Tvarozek & Brza, 2014) 2 elements 8 (16%) Bonde et al, 2014;Ibanez et al, 2014;Leach et al, 2014;Paiva et al, 2015;Poole et al, 2014;Utomo & Santoso, 2015) 3 elements 16 (31%) Auvinen et al, 2015;Bernik et al, 2015;Boskic & Hu, 2015;Hanus & Fox, 2015;Hew et al, 2016;Knutas et al, 2014;Laskowski & Badurowicz, 2014;Latulipe et al, 2015;Lehtonen et al, 2015;Mekler et al, 2015;Morschheuser et al, 2014;Simoes et al, 2015; More than 3 elements 16 (31%) Barata et al, 2014;outcomes and how they function in a given educational context. Without understanding the effect of individual game elements, it is difficult to identify their contribution in studies that mix several game elements together.…”

Section: What Subjects Are Gamified?mentioning

confidence: 99%

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Dichev

Dicheva

2017

Int J Educ Technol High Educ

827

523

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Gamification of education is a developing approach for increasing learners' motivation and engagement by incorporating game design elements in educational environments. With the growing popularity of gamification and yet mixed success of its application in educational contexts, the current review is aiming to shed a more realistic light on the research in this field by focusing on empirical evidence rather than on potentialities, beliefs or preferences. Accordingly, it critically examines the advancement in gamifying education. The discussion is structured around the used gamification mechanisms, the gamified subjects, the type of gamified learning activities, and the study goals, with an emphasis on the reliability and validity of the reported outcomes. To improve our understanding and offer a more realistic picture of the progress of gamification in education, consistent with the presented evidence, we examine both the outcomes reported in the papers and how they have been obtained. While the gamification in education is still a growing phenomenon, the review reveals that (i) insufficient evidence exists to support the long-term benefits of gamification in educational contexts; (ii) the practice of gamifying learning has outpaced researchers' understanding of its mechanisms and methods; (iii) the knowledge of how to gamify an activity in accordance with the specifics of the educational context is still limited. The review highlights the need for systematically designed studies and rigorously tested approaches confirming the educational benefits of gamification, if gamified learning is to become a recognized instructional approach. Keywords: Gamification in education, Gamifying learning, Critical literature review, Empirical studiesThe idea of incentivizing people is not new but the term "gamification" didn't enter the mainstream vocabulary until 2010. Only a year later it became a viable trend. The growing popularity of gamification is stemming from the belief in its potential to foster motivation, behavioral changes, friendly competition and collaboration in different contexts, such as customer engagement, employee performance and social loyalty. As with any new and promising technology it has been applied in a diversity of domains, including marketing, healthcare, human resources, training, environmental protection and wellbeing. Gamification is a multidisciplinary concept spanning a range of theoretical and empirical knowledge, technological domains and platforms and is driven by an

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“…This could be an effective way to promote and impart knowledge about sexuality among secondary school adolescents, encouraging them to abstain from engaging or participating in various irresponsible behaviours. This has been acknowledged by other scholars (Hew, Huang, Chu, & Chiu, 2016) who view game mechanics as an innovative teaching tool which is effective in motivating, engaging, interacting and amusing young adolescents during learning.…”

Section: Game Dynamicsmentioning

confidence: 98%

Adolescent School-Based Sexual Health Education and Training: A Literature Review on Teaching and Learning Strategies

Haruna¹,

Hu²,

Chu³

2018

GJHS

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Objectives: The objective of this review is to gain an understanding of the teaching approaches used and their effectiveness in imparting sexual health literacy amongst school adolescents. The intention is to design interventions for effective sexual health education in our study setting. Methods:We reviewed various literature related to adolescent sexual health education studies that have been conducted by prior researchers. We also provide an overview of the teaching and learning methods used.Results: Through this literature review, we learned that GBL and gamification were carried out primarily in developed countries, outside of Africa. It has been observed that both GBL and Gamification are effective and efficient in the transformation of knowledge, as they influence students' learning processes through engagement, enjoyment, excitement, attractiveness, and participation. They also foster critical thinking skills, improve confidence, increase motivation, and stimulate a habit of self-regulatory learning among students. Conclusions:Ensuring the impartation of sexual health knowledge can also be achieved by designing and applying effective innovation teaching methods that appeal to today's youth, such as GBL and Gamification. We will design GBL and Gamification methods and evaluate their effectiveness amongst Africans students, specifically among Tanzanian school adolescents.

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Engaging Asian students through game mechanics: Findings from two experiment studies

Cited by 241 publications

References 20 publications

Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Incorporating meaningful gamification in a blended learning research methods class: Examining student learning, engagement, and affective outcomes

Gamifying education: what is known, what is believed and what remains uncertain: a critical review

Adolescent School-Based Sexual Health Education and Training: A Literature Review on Teaching and Learning Strategies

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