The effect of virtual achievements on student engagement

Denny, Paul

doi:10.1145/2470654.2470763

Cited by 371 publications

(259 citation statements)

References 19 publications

(15 reference statements)

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“…[1,6,9,12,14,17,40]). In contrast, we took an exploratory approach, gathering rich and detailed data to show the varied ways in which one particular gamification platform was appropriated.…”

Section: Methodological Implicationsmentioning

confidence: 99%

“…While some extant research does examine gamification targeted at primary school student users [4,16,19], its focus has not been on motivation. At the same time, empirical work that examines gamification and motivation (such as [1,9,14,17,26,30]) tends to focus on University students, and reports mixed evidence of its success on this user group [43].…”

Section: Gamification In Educationmentioning

confidence: 99%

“…For example, Denny (2013) presents one of the most comprehensive empirical studies, analysing 1000 undergraduate students' use of a gamified online learning platform [14]. They established that the students using the gamified version answered more questions and used the system more frequently than those students who used the non-gamified platform.…”

Section: Gamification In Educationmentioning

confidence: 99%

“…A number of motivation measures have been used in an attempt to establish the effect of gamification on student motivation with qualitative data primarily used to supplement these quantitative results (e.g. [1,6,9,12,14,17,26,40]). This approach has yielded mixed results, showing that motivation and learning outcomes increase for some students in some settings.…”

Section: Research Aims and Approachmentioning

confidence: 99%

“…One recent mechanism, which has proved to have some success in increasing student motivation, is "gamification": the use of game elements, such as digital rewards, in non-game contexts [15]. While a variety of studies have explored the use of gamification with University students, showing that the mechanism can increase student motivation [14], the specific needs of primary school students with SEN (such as dyslexia) have not been addressed. Our research stemmed from the belief that a gamification platform could be beneficial for this population, given that students with dyslexia often struggle to be motivated to practice their literacy skills.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Using Gamification to Motivate Students with Dyslexia

Gooch¹,

Vasalou²,

Benton³

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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The concept of gamification is receiving increasing amounts of attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a series of provisional design recommendations, presented within the paper, regarding how gamification platforms could be optimised for students with dyslexia. We also examine the benefits of our exploratory approach with regards to theory building that can be tested in confirmatory research. We conclude by arguing that our work can serve as a springboard for discussing how gamification platforms could be of use for students with other special educational needs.

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