Exploring the influence of common game elements on ideation output and motivation

Zimmerling, Eric; Höllig, Christoph E.; Sandner, Philipp; Welpe, Isabell M.

doi:10.1016/j.jbusres.2018.02.030

Cited by 75 publications

(65 citation statements)

References 61 publications

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“…Comparing the results between each category of the ARCS model as mentioned in the methodology, we find (descending order): Intervention 1 was: Satisfaction (40), Relevance (39.5), Attention (36.5) and Confidence (30,2). The result of intervention 2 was: Relevance (33.6), Satisfaction (33), Attention (30.6) and Confidence (27). In both interventions, it is observed that the Satisfaction / Relevance categories present the highest values.…”

Section: Research Questionmentioning

confidence: 94%

“…In contrast, [26] presents in its results that the students in the gamified course show less motivation, satisfaction and empowerment than those related to the non-gamified class. Similarly, another research indicates that game elements can increase quantitative performance but not the motivation of students in the educational process [27].…”

Section: Introductionmentioning

confidence: 98%

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Strengthening Motivation in the Mathematical Engineering Teaching Processes – A Proposal from Gamification and Game-Based Learning

Zabala-Vargas¹,

García-Mora²,

Arciniegas-Hernández³

et al. 2021

Int. J. Emerg. Technol. Learn.

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Gamification and game-based learning (GBL) has been widely implemented in educational processes, mainly in elementary education; it has been applied less frequently in university education. The objective was to test the effect of game-mediated teaching strategies on mathematics teaching in first-year engineering students. A quantitative study was done within the framework of a design-based research. Eighty-one (81) students participated in the research, all from the Dif-ferential Calculus course. Twelve (12) didactic units were designed. The instru-ment used was the Synthesized Instructional Materials Motivation Survey (SIMMS), adapted to record the categories of Attention, Relevance, Confidence and Satisfaction (Keller's motivational model). A significant contribution of the pedagogical strategy and the different categories of motivation was verified, whereas the significance between collaboration and motivation was also evident (intervention 2). Finally, the strategy can provide preliminary evidences in reduc-ing dropout. In conclusion, game-based learning can be used to strengthen educa-tional processes in engineering.

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Section: Research Questionmentioning

confidence: 94%

Section: Introductionmentioning

confidence: 98%

Strengthening Motivation in the Mathematical Engineering Teaching Processes – A Proposal from Gamification and Game-Based Learning

Zabala-Vargas¹,

García-Mora²,

Arciniegas-Hernández³

et al. 2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…Existing research investigates inhibitors of creativity and describes the importance of perceived barriers in addition to real barriers because perceptions influence behaviour (Groth & Peters, 1999). Other studies focus on different approaches to enhance creative abilities and outcomes, such as extrinsic incentives (e.g., Burroughs et al, 2011; Kachelmeier et al, 2019), gamification elements (e.g., Agogué et al, 2015; Zimmerling et al, 2019), leadership behaviour (e.g., Hughes et al, 2018; Kim, 2019), or creativity training (e.g., Burroughs et al, 2011; Valgeirsdottir & Onarheim, 2017). Furthermore, a substantial body of literature focuses on creativity techniques that are defined as specific sessions to facilitate the creative process by providing strategies and heuristics to develop new ideas (e.g., Herrmann & Felfe, 2014; Meinel & Voigt, 2017).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

The users' perspective on how creativity techniques help in the idea generation process—A repertory grid study

Wöhler

Reinhardt

2021

Creat Innov Manage

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Despite the large number of available creativity techniques such as Brainstorming and Six Thinking Hats and their widespread use in idea generation workshops, it remains unclear what specific aspects creativity technique users perceive as helpful. We conducted five large‐scale product development workshops with 216 inexperienced students in groups of four to six people and personally interviewed a subset of 87 participants using the repertory grid procedure. The results reveal a framework of facilitating and impeding factors users associate with the methodological frame, the process view and anticipated idea characteristics of creativity techniques. Particularly helpful and differentiating factors cover visual, cognitive and emotional processing systems. In addition, we evaluate 11 commonly used creativity techniques and present underlying reasons for why some of them are perceived as more helpful than others by inexperienced users. The results thus provide a stepping stone to understand the users' perspective on creativity techniques, improve existing techniques and develop better versions of them.

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“…Play is a fundamental activity that enables mankind to learn and grow. The adoption of play and games in tertiary education is getting attention recently with its buzzword: gamificationthe process of incorporating the game elements to the non-game context (Zainuddin, Chu, Shujahat, & Perera, 2020;Zimmerling et al, 2019). The game elements are meant to balance the subject matter; aiming for the students to retain and apply what has been learned (Kingsley & Bittner, 2017).…”

Section: Game-based Learning In Educationmentioning

confidence: 99%

“…They are created mainly as a manipulative during the instruction sessions for students to have hands-on activities physically, reporting improved mathematics performance of the students (Sulaiman, Subramaniam, & Kamarudin, 2019;Thuneberg, Salmi & Bogner, 2018;Ekwueme, Ekon & Ezenwa-Nebife, 2015). Many of these efforts have been designed for a game-based learning approach that integrates the game elements into a non-game context (Zimmerling, Höllig, Sandner, & Welpe, 2019). The approach is widely approved as capable of forming a student-centred, fun, and interesting atmosphere for an effective learning process to attain a learning outcome set (Pesare, Roselli, Corriero, & Rossano, 2016).…”

Section: Introductionmentioning

confidence: 99%

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

Bakri

Liew

Chen

et al. 2021

AJUE

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Sketching the graph of mathematical functions using derivatives is a challenging task for undergraduate students who enrol for the first level of calculus course. Before graph plotting, students are required to perform a thorough function analysis using the concepts learned in differentiation. They are then expected to solicit the results obtained to sketch the graph. Nevertheless, the students face great difficulties in achieving this goal; and fail to relate the results obtained in the analysis and their representation in a graph. Their performance is thus negatively affected eventually. To overcome this cognitive gap, an innovative board game named Graph Puzzle (GP) is developed. It is intended to function as a manipulator to facilitate students in comprehending the inter-related algebraic, symbolic, and graphic representation of a function under the applications of derivatives, forming the corresponding procedural and conceptual knowledge. To measure the effectiveness of this board game, 84 undergraduate students who took this calculus course were given pre- and post-test before and after the learning session. An ANCOVA test conducted reveals a significant difference (F (1, 81) = 12.182, p = 0.001) between pre and post-test score in solving polynomial functions, whereas students’ performance in solving rational functions indicates no meaningful difference (F (1, 81) = 0.04, p = 0.841) of post-scores between control and treatment groups. From this standpoint, it is shown that GP has the potential to serve as a solution to the difficulties faced on graph sketching in calculus, particularly when dealing with polynomial functions. Keywords: Visualization, Calculus, Embodied learning, Game-Based Learning, Graph Sketching

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Exploring the influence of common game elements on ideation output and motivation

Cited by 75 publications

References 61 publications

Strengthening Motivation in the Mathematical Engineering Teaching Processes – A Proposal from Gamification and Game-Based Learning

Strengthening Motivation in the Mathematical Engineering Teaching Processes – A Proposal from Gamification and Game-Based Learning

The users' perspective on how creativity techniques help in the idea generation process—A repertory grid study

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

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