Students' Acceptance of Gamification in Higher Education

Chung, Chih‐Hung; Shen, Chun-Yi; Qiu, Yu-Zhen

doi:10.4018/ijgbl.2019040101

Cited by 56 publications

(42 citation statements)

References 27 publications

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“…Scholars have revealed that social factors are a strong determinant of user intentions towards gamified services (C. H. Chung, Shen, & Qiu, 2019;Hamari & Koivisto, 2015). Moreover, FC is a significant factor influencing students to accept gamification (C. H. Chung et al, 2019). Game dynamics and mechanics affect the development of a habit through the mobile application.…”

Section: Hypotheses Developmentmentioning

confidence: 99%

Mobile banking usage and gamification: the moderating effect of generational cohorts

Çera

Pagria

Khan

et al. 2020

JSIT

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Purpose The extended unified theory of acceptance and use of technology (UTAUT2) model has been adapted and applied by scholars to gain insight into mobile banking (m-banking) usage. By combining three perspectives, UTAUT2, gamification (GM) and generational cohort theory, this study aims to investigate the factors which impact m-banking usage and examine the moderating effect of generations Y and Z on the relationship between GM and intention to use m-banking. Design/methodology/approach The adopted model was tested in a quantitative study by using partial least square structural equation modelling. A total of 380 valid questionnaires from a transition country, Albania, have been examined. Findings In the study, scientific evidence concerning the UTAUT2 model and GM elements are provided. Thus, facilitation conditions, habit and hedonic motivation were found to be significant determinants of GM. Moreover, the results revealed that age moderates the relationship between GM and behavioural intention (BI). Compared to generation Z, individuals born prior to 1996 (generation Y), exhibited a much stronger relationship. Research limitations/implications Although Albania bears similarities with other transition countries in terms of regional, economic and political environments, the generalisation of these results to another context is rather limited. Practical implications This paper offers a model integrating UTAUT2, GM and generational cohorts in the context of a transition country. The findings can be applied in the form of guidelines for a number of financial institutions. Originality/value Besides identifying the determinants of m-banking adoption and GM, this study notably reveals the importance of generational cohorts because it governs the effect of GM on m-banking BI.

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Section: Hypotheses Developmentmentioning

confidence: 99%

Mobile banking usage and gamification: the moderating effect of generational cohorts

Çera

Pagria

Khan

et al. 2020

JSIT

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“…British Journal of Educational Technology Vol 52 No 1 2021 points, badges and role-play are common gamification elements of current gamified e-learning platforms/systems/applications (Kapp, 2012). A number of researchers have looked into the effects of gamification in learning, such as increasing learners' engagement, stimulating learning motivation, changing learners' learning attitudes and behaviors, and improving academic performance and competence (Buckley & Doyle, 2016;Chung, Shen, & Qiu, 2019;Huang, Hew, & Lo, 2018). The effectiveness of gamification in learning is due to the premise that students can gain fun from gamified learning content, environments, and activities, leading to increased motivation and improved learning behaviors (Buckley & Doyle, 2016).…”

mentioning

confidence: 99%

Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability

Li¹,

Chu²

2020

Brit J Educational Tech

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On the other hand, the ubiquity of digital entertainment (eg, digital games and online videos) occupies children's attention and energy, resulting in a recent decline in children's print reading for pleasure (Flood, 2015). Many children rarely read for enjoyment outside school because they lack reading motivations (Flood, 2015). Motivation is an important Abstract Gamification is becoming increasingly popular in primary education due to the widespread use of digital technology. However, gamified reading is new, and there is little empirical evidence regarding its effectiveness. The sustainability of the effects of gamification pedagogy is also in doubt as some scholars think that such effects are short-term and not sustainable. This paper presents the results of three sub-studies of examining the effects of an online gamified reading platform and the sustainability of these effects. Study 1 examined the change in students' academic performance between two groups divided based on their different participation levels. Study 2 addressed the question of how students/parents/teachers perceive students' motivation and gaining in the use of the gamified platform. Study 3 explored the sustainability of the effects of the gamified platform from a longitudinal perspective. Findings suggest that students' deep engagement in the gamified e-learning platform can help increase their reading motivation and improve their reading abilities. Such effects can be sustained for several semesters.

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“…Gamification is a wellknown technique in education, organization engagement, crowdsourcing, commerce, information retrieval, and so on [34,35]. It is practical to improve learning processes especially the learners' motivation [36]. Gamification techniques are benefiting from advances in ICT.…”

Section: Gamification and Serious Gamesmentioning

confidence: 99%

Game-based learning and gamification to improve skills in early years education

Lamrani

Abdelwahed

2020

ComSIS

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Early childhood education has become a prevalent public policy issue. It has a serious impact on the child's personality, upbringing, education, socialization, development, and academic success from the preschool period to the university and beyond. In general, traditional teaching methods usually have a fixed learning structure which disables the child to be motivated, creative and innovative. Learners receive theoretical rather than practical instructions, which discourage them from keeping and recalling concepts and information more quickly. Moreover, traditional teaching usually lacks attracting the full attention of learners which decreases their interaction, engagement and investment in the content. Thus, the development of innovative approaches offering better education is an effective way to address this problem. On the other hand, recent researches in the fields of cognitive science and educational neuroscience show that play-based learning is a promising approach to use in early childhood education. Four key success factors for learning have been identified to strengthen children's skills, namely attention, active engagement, feedback, and consolidation. Thus, the proposed approach presents a digital play-based learning approach deploying serious games augmenting the pedagogical aspect of the Montessori approach. Our purpose is to improve children's skills in their early years education through play-based learning and gamification. It aims to provide children with a rich variety of serious gaming activities and challenging experiences in an interactive environment. We developed several serious games based on Montessori pedagogical principal and the four pillars of learning. For the evaluation, we have chosen a representative sample of children from rural regions.

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Students' Acceptance of Gamification in Higher Education

Cited by 56 publications

References 27 publications

Mobile banking usage and gamification: the moderating effect of generational cohorts

Mobile banking usage and gamification: the moderating effect of generational cohorts

Exploring the effects of gamification pedagogy on children’s reading: A mixed‐method study on academic performance, reading‐related mentality and behaviors, and sustainability

Game-based learning and gamification to improve skills in early years education

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