Gamification in e-learning: The mitigation role in technostress

Fajri, Faridiah Aghadiati; P., Ry. Kun Haribowo; Amalia, Nurisqi; Natasari, Dina

doi:10.11591/ijere.v10i2.21199

Cited by 15 publications

(21 citation statements)

References 31 publications

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“…Rayburn et al agree that there is a gap in research on the prevention of technostress through training [ 24 ]. Some researchers have already made use of the first findings on technostress mitigation through gamification in e-learning [ 130 ] and developed a game-based digital training platform [ 131 ], which remains to be scientifically evaluated yet. The gamification approach was also suggested as a prevention measure in a recent research report [ 113 ].…”

Section: Discussionmentioning

confidence: 99%

Overcoming the “Dark Side” of Technology—A Scoping Review on Preventing and Coping with Work-Related Technostress

Rohwer

Flöther

Harth

et al. 2022

IJERPH

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In the course of the digitalisation of work, the phenomenon of technostress is increasingly being examined. While there is a plethora of research on its causes and consequences, a growing body of research on mitigating work-related technostress is emerging. In order to identify opportunities to overcome this “dark side” of technology, this scoping review aims to provide a comprehensive overview of the current state of research on how to prevent and cope with work-related technostress. The databases PubMed, MEDLINE, PsycInfo, PSYNDEX, and Web of Science were searched in the time period between 2008 and 2021. The studies were screened independently by two authors and selected based on predefined inclusion and exclusion criteria. Sixty-two studies were included and their methodological quality was assessed using standardised checklists. Resources were identified at the technical, organisational, social and personal level, including, e.g., leadership, organisational and technical support as well as self-efficacy and IT mindfulness. Problem- and emotion-focused coping strategies were, e.g., seeking support or distancing from IT. None of the included studies investigated prevention measures, emphasising a dearth of research that needs to be addressed in the future. Nevertheless, the identified resources and coping strategies provide starting points to address adverse work- and health-related consequences and reduce work-related technostress.

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Section: Discussionmentioning

confidence: 99%

Overcoming the “Dark Side” of Technology—A Scoping Review on Preventing and Coping with Work-Related Technostress

Rohwer

Flöther

Harth

et al. 2022

IJERPH

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“…The experimental group students showed high enthusiasm for participating in learning (87.50%) through badges, scores, and rewards that encourage a competitive spirit; it is a crucial factor in gamification-based learning, as suggested by previous researchers [63], [64]. As for the feedback in multimedia gamification, some are positive to encourage and motivate the strengths of students [65], [66] and negative feedback, which is more aimed at improving student weaknesses [67]. Gamification-based learning using Articulate Storyline 3 multimedia shows student involvement at a fairly high level, accompanied by an increase in critical thinking and self-regulated learning as components of 21st-century skills.…”

Section: Figure 3 Comparison Of the Achievement Of Critical Thinking ...mentioning

confidence: 70%

Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning

Heliawati

Lidiawati²,

Pursitasari³

2022

IJERE

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<span lang="EN-US">This study measured the effectiveness of Gamification-based Articulate Storyline 3 multimedia on students' critical thinking skills and self-regulated learning. The research method used is a quasi-experimental method. The research subjects were 64 students and eight science teachers who have used the Gamification-based Articulate Storyline 3 multimedia on the nature of acidic, alkaline, and neutral solutions. Data collection techniques in this study were tests that aim to determine students' critical thinking skills and a questionnaire to measure students' learning independence. The data analysis technique was based on calculating the average score of the test items with high-order thinking skills and student learning independence. The study results obtained an average score of 81.50 for critical thinking skills on the material concept of the nature of the acid, base, and neutral solutions with an N-Gain of 72% in the high category. It was also known that the average percentage of student learning independence was 86.76% which falls into the good category. Therefore, Gamification-based Articulate Storyline 3 multimedia can improve students' critical thinking skills and independent learning on the nature of the acid, base, and neutral solutions.</span>

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“…Phase 2: ‘persona generation’: describe participant motivation 10. Fajri et al ( 2021 ) A gamification model was proposed to be used in blended learning in higher education, using 2 mechanisms: feedback mechanism (points, badges, rewards) and presentation mechanism (Progress bar, Leaderboard) 11. Alsubhi et al ( 2021 ) An engagement framework for guiding developers when gamifying e-learning systems within the higher education context.…”

Section: Results Of the Searchmentioning

confidence: 99%

“…Bencsik et al ( 2021 ) x x x 10. Fajri et al ( 2021 ) x x x 11. Alsubhi et al ( 2021 ) x x x X (With experts) 12.…”

Section: Results Of the Searchmentioning

confidence: 99%

“…Regarding the level of detail, we noticed that most of the analyzed approaches (with a number of 9 out of a total of 17) are of the type of gamification elements guidance (Urh et al, 2015 ; Huang & Hew, 2018 ; Alsubhi & Sahari, 2020 ; Kamunya et al, 2020 ; Winanti et al, 2020 ; Alsubhi et al, 2021 ; Júnior & Farias, 2021 ; Sofiadin & Azuddin, 2021 ; Yamani, 2021 ). This number is followed by a number of 5 approaches of type scenario based (Mi et al, 2018 ; Legaki et al, 2020 ; Al Ghawail et al, 2021 ; Bencsik et al, 2021 ; Fajri et al, 2021 ), and finally, only 2 approaches are categorized as high-level approaches (Carreño, 2018 ; de la Peña et al, 2021 ). It is worth saying that scenario-based approaches are, in most cases, the most difficult to reproduce in other educational environments, as they are very specific, and each environment has its own characteristics.…”

Section: Results Of the Searchmentioning

confidence: 99%

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Gamification of e-learning in higher education: a systematic literature review

Khaldi

Bouzidi

Nader

2023

Smart Learn. Environ.

119

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In recent years, university teaching methods have evolved and almost all higher education institutions use e-learning platforms to deliver courses and learning activities. However, these digital learning environments present significant dropout and low completion rates. This is primarily due to the lack of student motivation and engagement. Gamification which can be defined as the application of game design elements in non-game activities has been used to address the issue of learner distraction and stimulate students’ involvement in the course. However, choosing the right combination of game elements remains a challenge for gamification designers and practitioners due to the lack of proven design approaches, and there is no one-size-fits-all approach that works regardless of the gamification context. Therefore, our study focused on providing a comprehensive overview of the current state of gamification in online learning in higher education that can serve as a resource for gamification practitioners when designing gamified systems. In this paper, we aimed to systematically explore the different game elements and gamification theory that have been used in empirical studies; establish different ways in which these game elements have been combined and provide a review of the state-of-the-art of approaches proposed in the literature for gamifying e-learning systems in higher education. A systematic search of databases was conducted to select articles related to gamification in digital higher education for this review, namely, Scopus and Google Scholar databases. We included studies that consider the definition of gamification as the application of game design elements in non-game activities, designed for online higher education. We excluded papers that use the term of gamification to refer to game-based learning, serious games, games, video games, and those that consider face-to-face learning environments. We found that PBL elements (points, badges, and leaderboards), levels, and feedback and are the most commonly used elements for gamifying e-learning systems in higher education. We also observed the increasing use of deeper elements like challenges and storytelling. Furthermore, we noticed that of 39 primary studies, only nine studies were underpinned by motivational theories, and only two other studies used theoretical gamification frameworks proposed in the literature to build their e-learning systems. Finally, our classification of gamification approaches reveals the trend towards customization and personalization in gamification and highlights the lack of studies on content gamification compared to structural gamification.

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Gamification in e-learning: The mitigation role in technostress

Cited by 15 publications

References 31 publications

Overcoming the “Dark Side” of Technology—A Scoping Review on Preventing and Coping with Work-Related Technostress

Overcoming the “Dark Side” of Technology—A Scoping Review on Preventing and Coping with Work-Related Technostress

Articulate Storyline 3 multimedia based on gamification to improve critical thinking skills and self-regulated learning

Gamification of e-learning in higher education: a systematic literature review

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