Influence of Gamification Elements on Emotion, Interest and Online Participation

Meşe, Can; Dursun, Özcan Özgür

doi:10.15390/eb.2018.7726

Cited by 15 publications

(9 citation statements)

References 81 publications

(77 reference statements)

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“…It was found that the use of gamification in the Graphics and Animation in Education course was an important contribution to the participation, motivation and success in the course. In line with the literature (Ding, Kim & Orey, 2017;Marique, de Poël, Verpoorten, & Hoebeke, 2018;Meşe & Dursun, 2018;O'Donovan, Gain & Marais, 2013), gamification emerged as a powerful tool that ensured the motivation and participation of the students in the course. Gamification increases the value of education and is a more effective method than traditional learning methods (Landers and Armstrong, 2017;Tsay et al, 2018).…”

Section: Conclusion and Suggestionsmentioning

confidence: 63%

An examination of opinions of teacher candidates on a course enriched through gamification

Fidan¹,

Şengel

2022

Journal of Educational Technology and Online Learning

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Gamification in education is the use of game-based mechanisms, game aesthetics and game thinking to ensure student motivation and engagement, superior learning, and a behavioral change. This study was conducted to investigate the nature of the students’ opinions on gamification and on activities that were carried out to create a rich instructional environment through gamification with Scratch. This study was conducted as a qualitative case study. The sample consisted of 37 students (12 females and 25 males) who took the course during the spring semester. Data were collected from the students by using observation and interview forms. Findings of a content analysis showed that gamification significantly influenced the students’ motivation, participation and achievement. It created an enjoyable educational environment, and consequently, enriched academic achievement. Gamification can be used to transform educational contexts, especially the subjects that are problematic, difficult, and boring for students and avoided by students for due responsibility.

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Section: Conclusion and Suggestionsmentioning

confidence: 63%

An examination of opinions of teacher candidates on a course enriched through gamification

Fidan¹,

Şengel

2022

Journal of Educational Technology and Online Learning

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“…A game is a system in which players engage in an abstract challenge that involves rules, interaction, challenge, and feedback, resulting in measurable outcomes and often evoking an emotional response (Kapp, 2012). It has been concluded that feedback from digital gamification components attracts students' interest, and components such as awards and badges make students more fun and happy (Çağlar & Kocadere, 2015;Meşe & Dursun, 2018). These components in the game system can be effective in students' continuation of the game.…”

Section: Discussion Conclusion and Recommendationsmentioning

confidence: 99%

Math Education for Gifted İndividuals: Digital Gamification

YILDIZ,

YAMAN

2024

Journal of Learning and Teaching in Digital Age

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This research aims to explore; "Equality and Equation" within the scope of primary education seventh grade mathematics course and the responses and feedback of gifted individuals towards a digital gamification approach to maths, their attitudes towards maths, impact on maths related anxiety. Experimental design with pretest-posttest design control group was used in this study. The study was carried out during the 2022-2023 academic year with a total of 30 seventh grade gifted students 15 of them from the experimental group and 15 in the control group. During the study, whilst the control group was taught without intervention, the experimental group was taught mathematics supported by digital gamification. Additionally, participants in the experimental group were asked to keep diaries during the implementation process, enabling them to reflect their thoughts on digital gamification-based teaching. In the study, it was concluded that digital gamification-based teaching positively affects attitudes towards mathematics among gifted students. After the program, anxiety levels amongst participating students decreased, it was also observed that between pre-test scores and post-test scores there was no statistically significant difference. In the study, students stated that mathematics lessons based on digital gamification were fun and their prejudices about the subject were broken.

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“…Es por eso que debería estar detallado al principio (Putz, Hofbauer, & Treiblmaier, 2020). Debe quedar claro para el estudiantejugador lo que obtendrá al participar en un viaje lleno de misiones, desafíos, niveles de dificultad, reglas y puntajes (Meşe & Dursun, 2018). En el caso de una actividad en el aula, el profesor también debe dejar claro qué recompensa obtendrá el ganador o grupo de ganadores por su esfuerzo.…”

Section: Por Una Propuesta De Gamificación Como Estrategia De Enseñan...unclassified

Gamificación en la educación: Experiencia basada en la diversidad ecuatoriana.

Pacheco

2021

Revista UG

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Este presente artículo aborda la Gamificación como práctica educativa a manera de experiencia en la diversidad ecuatoriana. Comenzamos por delinear las características de lo que hoy se describe como Cultura Digital y sus implicaciones para el entorno escolar; luego analizamos la consecuente necesidad de un cambio en las prácticas pedagógicas. Luego, como alternativa a este cambio, proponemos la Gamificación escolar, una estrategia que consiste en insertar elementos y estética de los juegos electrónicos en el aula para trabajar los contenidos de una manera más amena la cual motiva al jugador a descubrir nuevas formas de permanecer en la educación. Dada la gran cantidad de personas de todas las edades que se encuentran inmersas en el mundo de los juegos y los expresivos resultados que ya ha obtenido el ámbito corporativo, especialmente el Marketing, con prácticas gamificadas, se cree que esta estrategia puede contribuir a un aprendizaje efectivo dada su potencia para involucrar a las personas a través de tareas placenteras, desafiantes e intrigantes, bajo la etiqueta de misiones. El artículo finaliza con la afirmación de que, para implementar la gamificación en las prácticas pedagógicas, los docentes necesitan conocer y comprender la lógica de los juegos electrónicos y su funcionamiento. Solo así podrán reproducir la mecánica de estos juegos en el aula de forma analógica.

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Influence of Gamification Elements on Emotion, Interest and Online Participation

Cited by 15 publications

References 81 publications

An examination of opinions of teacher candidates on a course enriched through gamification

An examination of opinions of teacher candidates on a course enriched through gamification

Math Education for Gifted İndividuals: Digital Gamification

Gamificación en la educación: Experiencia basada en la diversidad ecuatoriana.

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