Gamification of Online Learning

Abstract

Abstract. The gamification of online learning has been a subject of interest lately. This study attempts to explore two things in particular, the effects of gamification on learning and the moderating effects of user characteristics. The results demonstrate that the gamification elements contribute to higher learning outcomes while two user characteristics, agreeableness and pre-training motivation, are important moderators of the links between the gamification elements and learning outcomes. The study findings indicate that a gamified system in consideration of user characteristics is an effective means to improving the efficacy of the e-learning environment.

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

“…Another interesting observation is the low proportion of studies on gamifying STEM disciplines, excluding CS/IT and mathematics, where reinforcement of motivation is particularly beneficial: only two out of thirty two (Bonde et al, 2014) and . Anderson, Nash, & McCauley, 2015;Auvinen, Hakulinen, & Malmi, 2015;Bernik, Bubaš, & Radošević, 2015;Hakulinen, Auvinen, & Korhonen, 2015;Herbert, Charles, Moore, & Charles, 2014;Ibanez, Di Serio, & Delgado-Kloos, 2014;Knutas, Ikonen, Maggiorini, Ripomonti, & Porras, 2014a;Knutas, Ikonen, Nikula, & Porras, 2014b;Krause, Mogalle, Pohl, & Williams, 2015;Laskowski & Badurowicz, 2014;Leach, Laur, Code, Bebbington, & Broome, 2014;Lehtonen, Aho, Isohanni, & Mikkonen, 2015;Poole, Kemp, Patterson, & Williams, 2014;Sillaots, 2014;Sillaots, 2015;Smith, Herbert, Kavanagh, & Reidsema, 2014;Tvarozek & Brza, 2014) Math 5 (10%) (Attali & Arieli-Attali, 2015 a ;Christy & Fox, 2014;Long & Aleven, 2014;Paiva et al, 2015 a ; Pedro, Lopes, Prates, Vassileva, & Isotani, 2015b) a Multimedia/ Communication 6 (12%) (Barata, Gama, Jorge, & Gonçalves, 2014;Hanus & Fox, 2015;Holman et al, 2015;Jang, Park, & Yi, 2015;Leach et al, 2014;Utomo & Santoso, 2015) Medicine/Biology/ Psychology 5 (10%) (Bonde et al, 2014;Landers & Landers, 2015;Nevin et al, 2014;Pettit, McCoy, Kinney, & Schwartz, 2015; a Languages 4 (8%) ...…”

“…A sizable part of the papers (16) studied gamification of courses as a whole, which implies gamifying a range of learning activities. Half of these are studies of gamified online courses Bernik et al, 2015;Jang et al, 2015;Krause et al, 2015;Leach et al, 2014;Sillaots, 2014;Utomo & Santoso, 2015), while the remaining part are regular courses typically with web-based learning support. Online learning normally requires stronger motivation, which makes it a somewhat more promising field for applying gamification.…”

“…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.…”

“…and "How to balance points and rewards with play and intrinsic engagement?". For answering these questions and for advancing the understanding of how to build successful gamified educational systems, there is a need for testing systems that support examining the effect of game elements and experimentally Points only 1 (2%) Badges only 9 (18%) Davis & Klein, 2015;Hakulinen et al, 2015;Leach et al, 2014;Long & Aleven, 2014;Pedro et al, 2015a;Tu et al, 2015;Tvarozek & Brza, 2014) Leaderboards only 3 (6%) (Christy & Fox, 2014;Landers & Landers, 2015;Poole et al, 2014) PBL a 14 (27%) Anderson et al, 2015;Barata et al, 2014;Hanus & Fox, 2015;Hew et al, 2016;Laskowski & Badurowicz, 2014;Latulipe et al, 2015;Lehtonen et al, 2015;Nevin et al, 2014;Pedro et al, 2015b;Sillaots, 2015;Smith et al, 2014) Others 24 (47%) (Attali & Arieli-Attali, 2015;Auvinen et al, 2015Bonde et al, 2014;Boskic & Hu, 2015Hasegawa et al, 2015;Herbert et al, 2014;Holman et al, 2015;Ibanez et al, 2014;Jang et al, 2015;Knutas et al, 2014;Knutas et al, 2014;Krause et al, 2015;Mekler et al, 2015;Morschheuser et al, 2014;Paiva et al, 2015;Pettit et al, 2015;Shi...…”

“…knowledge acquisition outcomes (Jang et al, 2015); Laskowski & Badurowicz, 2014;Paiva et al, 2015; perceptual outcomes (Christy & Fox, 2014;Davis & Klein, 2015;Pedro et al, 2015b;Sillaots, 2014;Sillaots, 2015;Christy & Fox, 2014) behavioral outcomes Hakulinen et al, 2015;Hew et al, 2016;Pedro et al, 2015b) engagement outcomes (Boskic & Hu, 2015;Ibanez et al, 2014;Latulipe et al, 2015;Morschheuser et al, 2014;Poole et al, 2014) motivational outcomes (Hasegawa et al, 2015;Herbert et al, 2014;Mekler et al, 2015;Pedro et al, 2015a;Utomo & Santoso, 2015) social outcomes (Hanus & Fox, 2015;Christy & Fox, 2014;Shi et al, 2014).…”