Need-supporting gamification in education: An assessment of motivational effects over time

Roy, Rob van; Zaman, Bieke

doi:10.1016/j.compedu.2018.08.018

Cited by 195 publications

(108 citation statements)

References 37 publications

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“…Methodology used for the Hybrid Learning Model and research implementation. 4. Results and discussion of the experiment.…”

Section: Astesj Issn: 2415-6698mentioning

confidence: 99%

“…The application integrates gamification principles by implementing ranking systems for its users and providing in-app virtual currencies that can be spent on rewards. While these gamification elements may produce shortterm motivation and engagement, studies from [4] have shown that gamification elements often offer only short-term engagement and a research by [5] have revealed that external rewards tend to eventually undermine students' internal motivation over time. The research reveals that once the temporary external stimuli from the gamification elements disappear, users' motivation usually disappears along with it.…”

Section: Introductionmentioning

confidence: 99%

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The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

Kang¹,

Kusuma²

2020

Adv. sci. technol. eng. syst. j.

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Currently, there is a growing interest for applying gamification in e-learning due to innovations in technologies and pedagogies. However, motivation and engagement related problems can arise when the gamification elements are not personalized to match the individual's needs. Therefore, this research proposes a Hybrid Learning Model that combines both Gamification and Personality Traits to increase academic achievement and motivation for students who are studying foreign languages online. The methodology for the Hybrid Learning Model includes three different stages: pre-play stage where the students' personalities are gathered using the Big Five Personality questionnaire, gameplay stage where students' dominant personalities are examined to create gamified learning systems based on the Felder-Silverman Learning Style Model, and the post-play stage where the effectiveness of the Hybrid Learning Model is measured through a recall test to measure achievement and an ARCS motivation questionnaire to measure motivation using various statistical analysis. The Hybrid Learning Model is applied to a language learning web application named VocaManager and tested the Korean vocabulary skills of non-native students who were learning Korean at a local language center in Indonesia. Using SPSS software, the results showed that students who studied under the Hybrid Learning Model had a significant improvement in both their learning achievements and motivation. In addition, the research revealed a significant positive correlation between students' motivation and students' academic achievements.

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“…Methodology used for the Hybrid Learning Model and research implementation. 4. Results and discussion of the experiment.…”

Section: Astesj Issn: 2415-6698mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

Kang¹,

Kusuma²

2020

Adv. sci. technol. eng. syst. j.

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“…Future research projects into the development of augmented reality applications for educational purposes should be aware of the requirements of the users to engage with a system, along with the potential hazards that they will face when interacting with it. The studies show that technology is effective for motivating learners [35,36], stimulating interest and building short term memory [4]. We seek to utilize the knowledge gained from this review in our upcoming collaboration with the Neuengamme Holocaust Memorial Site, with whom we are collaborating to develop an augmented reality application for educational purposes.…”

Section: Discussionmentioning

confidence: 99%

“…This is a positive impact upon education as it provides an individual catering to each student, rather than making assumptions about what speed a class is comfortable with. The criteria to achieve this level of autonomy are fun, challenge and curiosity 11] and must satisfy the users' needs for autonomy, competence and relatedness [35].…”

Section: How Effective Is Augmented Reality In Classroom Environments?mentioning

confidence: 99%

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A Review of Augmented Reality Applications for History Education and Heritage Visualisation

Challenor

2019

MTI

130

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Augmented reality is a field with a versatile range of applications used in many fields including recreation and education. Continually developing technology spanning the last decade has drastically improved the viability for augmented reality projects now that most of the population possesses a mobile device capable of supporting the graphic rendering systems required for them. Education in particular has benefited from these technological advances as there are now many fields of research branching into how augmented reality can be used in schools. For the purposes of Holocaust education however, there has been remarkable little research into how Augmented Reality can be used to enhance its delivery or impact. The purpose of this study is to speculate regarding the following questions: How is augmented reality currently being used to enhance history education? Does the usage of augmented reality assist in developing long-term memories? Is augmented reality capable of conveying the emotional weight of historical events? Will augmented reality be appropriate for teaching a complex field such as the Holocaust? To address these, multiple studies have been analysed for their research methodologies and how their findings may assist with the development of Holocaust education.

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The interplay between gamification and network structure in social learning environments: A case study

Sousa-Vieira

López-Ardao

Fernández‐Veiga

et al. 2020

Comp Applic In Engineering

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Social learning environments (SLEs) are software suites that enable the application of both traditional and innovative teaching methodologies, blending activities tailored to the specific goals of the teaching style. In particular, SLEs have been used to introduce, on a medium and large scale, gamification strategies as a complement to traditional learning procedures. In this context, the existence of gamified activities can probably change the type and strength of the social relationships encouraged by the SLE among students. In this case study, we examine an SLE endowed with gamification capabilities and discuss the interplay between the designed gamified tasks and the resulting network of communications among the agents. Our findings reveal that the network structure reflects the interactions within the class in a nontrivial way and conversely that the network structure can be used to anticipate or predict the evolution of the student groups throughout the course. The results of this study support the claim that when the activities are designed around well‐conceived gamification and reward mechanisms, they quite easily capture the interest of the participants, whose engagement does not diminish with the progress of the academic term.

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Need-supporting gamification in education: An assessment of motivational effects over time

Cited by 195 publications

References 37 publications

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

The Effectiveness of Personality-Based Gamification Model for Foreign Vocabulary Online Learning

A Review of Augmented Reality Applications for History Education and Heritage Visualisation

The interplay between gamification and network structure in social learning environments: A case study

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