A qualitative investigation of student perceptions of game elements in a gamified course

The Impact and Acceptance of Gamification by Learners in a Digital Literacy Course at the Undergraduate Level: Randomized Controlled Trial

Background

In recent years, the integration of technology in education has revolutionized traditional learning paradigms. Digital literacy, a crucial skill in the 21st century, has become a vital aspect of modern education, enabling students to navigate, critically assess, and effectively use digital tools. As educators strive to boost engagement and learning outcomes, gamification has appeared as an auspicious pedagogical approach. By applying game mechanics to nongame contexts, gamification seeks to create a more immersive and digital learning experience.

Objective

This research paper aims to investigate the impact and acceptance of gamification by learners in a digital literacy course at the undergraduate level.

Methods

In a pre-post intervention study, 168 undergraduate students were randomly assigned either to the experimental group (gamification based) or control group (conventional) learning condition. Both groups of participants learned the same topics in digital literacy.

Results

Empirical findings showed that participants from the experimental group had better academic performance in digital literacy than those who were not exposed to the game-based learning environment. The participants' prior experience with gamification was not found to be a significant predictor of their acceptance of gamification in a digital literacy course.

Conclusions

The study provides evidence supporting the potential benefits of gamification in enhancing digital literacy education and opens the door for further exploration and implementation of gamified learning approaches in higher education settings.

Gamifying model-based engineering: the PapyGame experience

Modeling is an essential and challenging activity in any engineering environment. It implies some hard-to-train skills such as abstraction and communication. Teachers, project leaders, and tool vendors have a hard time teaching or training their students, co-workers, or users. Gamification refers to the exploitation of gaming mechanisms for serious purposes, like promoting behavioral changes, soliciting participation and engagement in activities, etc. We investigate the introduction of gaming mechanisms in modeling tasks with the primary goal of supporting learning/training. The result has been the realization of a gamified modeling environment named PapyGame. In this article, we present the approach adopted for PapyGame implementation, the details on the gamification elements involved, and the derived conceptual architecture required for applying gamification in any modeling environment. Moreover, to demonstrate the benefits of using PapyGame for learning/training modeling, a set of user experience evaluations have been conducted. Correspondingly, we report the obtained results together with a set of future challenges we consider as critical to make gamified modeling a more effective education/training approach.

Gamification in EFL/ESL instruction: A systematic review of empirical research

Introduction

This systematic review aims to present the characteristics of the recent research in gamified EFL/ESL instruction, benefits and drawbacks of using gamification in EFL/ESL instruction, and gamification elements.

Methods

The researchers carried out database search in both Web of Science and the Scopus for relevant articles using 15 related key terms. Finally, forty journal articles aligned with the inclusion criteria.

Results

The results found that gamification has been widely utilized in more than ten non-English-speaking countries and various English language skills, which indicated that gamification has gained popularity in facilitating EFL/ESL learning. The benefits of using gamification included improving students' English language skills and abilities, positively affecting students' attitudes and emotional responses, providing an authentic language learning environment and cultivating students' comprehensive competence. The drawbacks of using gamification mainly included the technical problems, short-lived positive effect, and the negative influence caused by the gamified competition, and so forth. The most frequently used gamification elements were feedback, points, quiz, digital badges, leaderboard, and reward, followed by progress bar, story-telling, challenge, videos, time limit, and competition.

Discussion

The results provide a better understanding of the state of using gamification in EFL/ESL instruction in recent years. It will be useful for researchers seeking to understand and evaluate gamification as well as to practitioners interested in using gamification.

Technological Tools for Knowledge Apprehension and Promotion in the Cultural and Heritage Tourism Sector: Systematic Literature Review

One of the objectives sought within the teaching-learning processes is the apprehension of knowledge. In the cultural and heritage tourism sector, these processes are integrated with the help of the Information and Communications Technologies (ICT), such as immersive technologies, to develop new forms of interaction, improve the user experience, disseminate knowledge, and promote these destinations. Given the boom in technological development and its application in tourism, this study is based on analyzing through a systematic literature review the research progress that has been made in this area. The proposed methodology comprises a series of information search and characterization stages in which 54 studies are analyzed. The systematic analysis and breakdown stage highlights the use of gamification and e-Learning as key tools for the apprehension of knowledge in tourism environments, showing its versatility in developing digital tools for different contexts. The results allow proposing a research agenda based on three key components: e-Learning as an instrument of interactive education where technologies are articulated with pedagogical aspects, dynamic marketing, and its replicability in different tourism sectors, as well as the development of advergames and the development of gamification techniques and games from the technological field and its characteristics as an evaluative tool in the field of learning.

Effects of a gamified learning environment on students' achievement, motivations, and satisfaction

This paper aims to investigate the effects of a gamified e-learning environment on computer science learning for middle school students. An e-learning gamification environment was developed and implemented in 8th grade to examine its effects on improving learners' achievement, motivation, and satisfaction to learn computer science online. The study was conducted during the COVID-19 pandemic, where physical distancing was required, which made the conditions very suitable for achieving the goal of this study because teaching was conducted online through an e-learning platform. The effects of the online learning gamification environment were analyzed and interpreted. The pre-test-post-test control group design of the quasi-experiment was used. One hundred thirty-three students in 8th grade were involved in the study. Results indicated that the e-learning gamification environment increased students' motivation to learn computer science (α < 0.05) and their satisfaction with the online course (α < 0.05) but had no significant effect on their achievement. The study included several recommendations and suggestions for further studies.

Motivation and Engagement of Final-Year Students When Using E-learning: A Qualitative Study of Gamification in Pandemic Situation

The COVID-19 pandemic has changed how the education system operates. The shift from face-to-face learning to online learning generated many problems, including decreasing students’ motivation and engagement. Gamification has been used as one of the solutions to overcome the problem of low motivation and engagement in learning. The current study aims to examine students’ behavioral change when using e-learning with gamification, investigate gamification elements that are important to students and how it influences students’ motivation and engagement, and investigate whether population characteristics may influence students’ motivation and engagement. Qualitative methods were employed to gather and analyze the data. The thematic analysis resulted in six main themes. The findings revealed that there were behavioral changes in students during gamification implementation, i.e., from negative to positive and from positive to negative. Four gamification elements were found to be the most important gamification elements to students, i.e., points, leaderboard, badges, and gamified test. The mechanism of how these elements influenced motivation and engagement was discussed. The population characteristics of final-year students also had an impact on gamification effectiveness. Despite gamification’s capabilities to influence motivation and engagement, there are some concerns related to negative impacts that must be addressed in the future.

Incorporating fantasy into gamification promotes student learning and quality of online interaction

We used the design-based research approach to test and refine a theoretically grounded goal-access-feedback-challenge-collaboration gamification model. The testbed was a 10-week, university-level e-learning design course offered in two consecutive semesters. In Study 1, we implemented the initial goal-access-feedback-challenge-collaboration model in semester one of the 2020-2021 academic year (N = 26). The aim was to enhance student behavioral engagement in online discussion forums, affective engagement in the class, and learning performance. The results of Study 1 showed that although most participants were engaged in this gamified learning experience during the first two sessions, they gradually lost interest and their participation in online discussions dropped over the next eight weeks. Thus, we introduced a new element, fantasy, into the original model. In Study 2, we tested the effectiveness of the goal-access-feedback-challenge-collaboration-fantasy model on students' learning outcomes in semester two of 2020-2021 (N = 23). The results of Study 2 suggested that, compared to the original model, the goal-access-feedback-challenge-collaboration-fantasy model can better promote students' engagement in online discussion, as measured by increased interaction with peers, learning experience, and learning performance.

Impact Study of the Learning Effects and Motivation of Competitive Modes in Gamified Learning

At a time when game-based learning has become a research hotspot, this study focused on the competition mechanism in gamified learning, aiming to explore the impact of different competition modes on students’ vocabulary learning effect and learning motivation. A group of 79 sixth grade students from China were randomly assigned to a non-competitive class, an individual competition class, and an inter-group competition class. The experiment was conducted in an English vocabulary course, and the game competition was carried out using the Quizlet Live game platform. The results indicated that: (1) the vocabulary learning effect and motivation of students in the competitive classes (individual competition and inter-group competition) were better than those in the non-competitive class; (2) the learning effect of students in the inter-group competitive class outperformed that of the individual competitive class, but there was no significant difference in learning motivation. Through the qualitative analysis of the students’ interviews, it was found that the results of inter-group competition may be related to the student’s perception of learning and emotional support. The findings of this study can provide relevant support for the subsequent game-based learning design.

Game Elements towards More Sustainable Learning in Object-Oriented Programming Course

Gamification of education is considered to have the capacity to increase students’ engagement in a learning process; to drive learning and skills acquisition; and creates changes for more sustainable behavior. Sustainable behavior is especially important in studying the initial courses at a university. Object-oriented programming (OOP) is such a course in the studies for a programmer’s diploma. We applied four elements of gamification: experience points, interactive content, local team, and global team. A local team is dedicated specifically to the OOP course, but all other game elements can be applied to any course. The course was implemented in a Moodle platform, where two additional plugins for experience points and interactive content were employed. Research using the implemented gamified course in the teaching process was carried out during the fall semester in 2020 and results compared to two previous non-gamified course years. A statistically insignificant increase in the mean grade was observed. Nevertheless, the gamified course resulted in a 7% decrease in the number of students who had to retake the OOP course compared to the year 2019. The gamified course also resulted in a drastic decrease in the number of students requiring a second attempt to pass the course’s exam. The obtained results demonstrate that the gamification of OOP course resulted in more sustainable behavior of the students. Based on the results of students’ questionnaires, we highly recommend using global team game element as it showed a positive effect on students’ engagement when the number of participating students is large.

Raising Ecological Awareness and Digital Literacy in Primary School Children through Gamification

Environmental education, at least in northwest Spain, is often overlooked in the education system from infant schooling onwards and interventions are needed to raise the profile of this subject. The aim of this study was to examine the impact of a learning program designed for primary school students to broaden their ecological awareness and improve digital literacy using gamification tools. The research was developed using a qualitative approach, with data obtained from 156 subjects, including teachers, students and families. The results show that the children assimilated new habits on the better usage of water and electricity and recycling paper and plastic. Moreover, they acquired more efficient strategies for finding information online, by using apps and developing content with digital tools. Gaming dynamics and resources were the key to students' learning, with the tablet proving an essential tool for boosting motivation, interaction and problem solving.

Models of Instructional Design in Gamification: A Systematic Review of the Literature

Gamification allows for the implementation of experiences that simulate the design of (video) games, giving individuals the opportunity to be the protagonists in them. Its inclusion in the educational environment responds to the need to adapt teaching–learning processes to the characteristics of homo videoludens, placing value once again on the role of playful action in the personal development of individuals. The interest that has arisen in studying the implications of gamification processes in the different educational stages, in order to determine their impact and suitability, has led to an increase in scientific publications. With the intention of studying the presence and implications of gamification in teacher training as a methodological principle implemented in the teaching–learning process, both in its initial and permanent stages, this systematic review of the literature identifies those instructional design models applied in the field of gamification, as well as its educational significance. Thus, the need to introduce gamified practices in the field of teacher training is observed, providing an experiential learning that allows teachers to apply this methodology in a relevant way in their professional development, based on their own experience.

The Effects of Gamified Flipped Learning Method on Student’s Innovation Skills, Self-Efficacy towards Virtual Physics Lab Course and Perceptions

Laboratory courses are extremely important in Physics education in terms of providing a better understanding of the theoretical course subjects by the students. However, since the COVID-19 epidemic caused education to be carried out remotely and digitally all over the world, practical as well as theoretical courses were moved to digital platforms. Therefore, this study investigated the effects of the Gamified Flipped Learning (GFL) method on students’ physics self-efficacy and innovation skills in a virtual physics laboratory course. The study was carried out with true experimental design and the participants were a total of 70 first-year engineering students, which were randomly divided into two groups. The experimental group was trained with the GFL method, the control group was trained with Classical Flipped Learning (CFL) method. Data were collected from a physics self-efficacy questionnaire, innovative skills questionnaire, and semi-structured interviews form. The research results showed that GFL method has a positive impact on the innovation skills of students although insignificant improvement was introduced by gamified-flipped learning on students’ self-efficacy. In addition, the interviews with the students revealed a positive perception of gamification, by mentioning some important aspects of the process that were extremely beneficial.

SonoGames: sounds of the right kind introducing gamification into radiology training

BACKGROUND

Radiology as compared to other fields of medicine has lagged, in incorporating modern training modalities such as gamification and simulation into its teaching curriculum.

OBJECTIVE

This study aims to evaluate effectiveness of simulation-based teaching in collaboration with gamification. Bandura's conception of self-efficacy was used to provide qualitative assessment of participants' learning process through training event. Modified competitive game-based teaching methodology was utilized in an experimental study conducted for radiology residents. Workshop was divided into two sessions, first being three interactive didactic lectures followed by three competitive rounds. All participants were required to fill pre and post-self-efficacy questionnaire along with an activity evaluation form.

RESULTS

Significant self-efficacy scores were calculated for simulation-based stations of knowledge assessment and hands-on stations. Whereas significant association was also found between gender and knowledge assessment in communication skill (0.054), Professionalism (0.004), and general knowledge (0.018). Similarly, noteworthy correlation was found between gender and all hands-on skills. In conclusion, study reported an overall increase in knowledge of post-test scores compared to pre-test scores due to use of gamification in combination with simulation-based teaching which shows a positive role in clinical training. However, further consideration is needed to improve process of integrating simulation in clinical training of participants.

A Spoonful of Sugar: Gamification as Means for Enhancing Employee Self-Leadership and Self-Concordance at Work

Organizations today continue to seek new and effective ways to engage and motivate their workers. Gamification is an emerging means for enhancing employee engagement and motivation at work. Self-leadership is a comprehensive self-influence process that has the potential to help employees find meaning and purpose from their jobs. This paper develops and presents a conceptual model of the relationships between gamification, self-leadership, and valued workplace outcomes. The model suggests that gamification elements trigger multiple self-leadership processes and states that interact in a multiplicative fashion leading to a state of self-concordance in which individuals perceive a close alignment between their work tasks and their personal interests and core values. This serial mediation model helps to explain how and why gamification operates through the mediating mechanisms of self-leadership and self-concordance to effect important individual and organizational outcomes. Future research directions and implications for the proposed conceptual model are also discussed.

Enhancing instructional outcomes with a serious gamified system: a qualitative investigation of student perceptions

Purpose

This paper aims to evaluate the students’ perception of their learning experiences concerning serious gaming and gamification instructions and determines whether they were motivated enough and engaged during the educative process in a resource-poor context. Moreover, the study evaluated the impact of interactive instructional environment outcomes in terms of students’ perceptions of the learning catalysed by gamified systems, particularly in enhancing attitude change coupled with knowledge acquisition.

Design/methodology/approach

This study used a qualitative research design technique to collect the data. A total of 108 first year secondary school students participated in a sexual health literacy course that lasted for a five-week learning period. Using a cluster-sampling technique, three classes were randomly assigned to serious gaming, gamification and teacher-centred instructions. Individual face-to-face interviews were used to assess students’ perceives required satisfaction with three instructions. Data were audio-recorded, and coding analysis was used using NVivo software facilitated qualitative data analysis.

Findings

The results show that serious gaming and gamification instructions trumped the traditional teacher-centred instruction method. While intervention students were all positive about the serious gaming and gamification instructions, non-intervention students were negative about conservative teacher-centered learning whose limited interactivity also undermined learning relative to the two innovative interventions.

Research limitations/implications

As a justification to limit face-to-face classes, this study may be useful during an emergency phenomenon, including the current situation of amid COVID-19. The implementation of serious gaming and gamification as remotely instructional options could be among the measures to protect educational communities through reducing close-proximity, and eventually, control contamination and the spread of viruses.

Originality/value

The application of serious gaming and game elements should not be conceptualised as universal but context-specific. This study shows that particularism is essential to optimise the results in terms of coming up with a specific design based on the scope of evaluation for positive results and develop an intervention that will work, especially in the resource-poor context of the developing world.

Designing a gamified e-learning environment for teaching undergraduate ERP course based on big five personality traits

The COVID-19 pandemic forced universities to push the use of distance learning, impacting an unprecedented number of students. New norms of social distancing and lockdown had been brought in as university measures, immediately modifying student and lecturer habits, changing from the traditional classroom to e-learning platforms. However, the lack of engagement of students throughout an e-learning system is a regular concern among lecturers when creating content on a system. This study presents an applied gamification concept to e-learning focusing on improving engagement of the various types of personalities of undergraduate students in ERP courses. The gamification design was developed by implementing the pros and cons of each game element to compromise the overall performance of students. Three evaluations were conducted:1) to test whether the student has competently gained ERP knowledge; 2) web monitor to record the activity of students; 3) to evaluate the qualitative information of the game experience by interviews. According to the study, the selection of a game element based on personality traits does not necessarily improve knowledge but proves to allow better engagement in the course. In addition, our finding also provides the suggestions for designing game elements based on personality traits.

Development and Validation of a Questionnaire on Motivation for Cooperative Playful Learning Strategies

Playful learning strategies, such as educational gamification, game-based learning, and escape rooms are increasingly being incorporated into the university education system. In this study, it aims to develop and validate an instrument to analyze motivation regarding the use of playful learning strategies in university students. A total of 450 university students aged between 18 and 55 (Mean = 22.72; Standard Deviation = 5.01) were part of the sample, with whom playful strategies were implemented during the 2019/2020 school year. The results obtained in the confirmatory factor analysis indicate that the questionnaire on motivation for playful learning strategies has adequate psychometric properties to assess the motivation and perception of student learning in the implementation of ludic strategies in the classroom in the Spanish university context.

The effects of gamified flipped instruction on learner performance and need satisfaction

Purpose

This study aims to assess students’ learning performance and perceived need satisfaction between a gamified flipped classroom (GFC) and flipped classroom (FC) instruction in a low-tech setting. The iSpring Learn learning management system was used as a low-tech gamification application in gamifying the flipped learning class.

Design/methodology/approach

A quantitative research approach was used for collecting the data. Three formative assessments were used to examine students’ learning performance during the intervention period, and a post-questionnaire survey was used to support the data collection process with regard to students’ perceived needs satisfaction. In total, 56 students were involved in a non-randomised experiment with a control group design.

Findings

The results reveal that Assessment 1 showed no significant difference between the two intervention groups (p > 0.05), while Assessments 2 and 3 were significantly different (p < 0.05). The survey results confirm that participants in the GFC have achieved a great level of motivation because their innate psychological needs for competence, autonomy and relatedness are satisfied.

Practical implications

The use of game-like features can be a powerful means to produce more engaging and fun activities in the FC context. The study has confirmed that integrating the gamification concept into FC instruction by adding challenges, incentives, points and rewards to quiz questions promoted a more engaging and enjoyable experience for learners.

Originality/value

Gamification as a current concept of a twenty-first-century instructional skill has proven to be remarkably influential. This study suggests that the FC and gamification concept might be possibly implemented in a low-tech information environment – without the required advanced technology platform.

The Effects of Gamification in Online Learning Environments: A Systematic Literature Review

Gamification has recently been presented as a successful strategy to engage users, with potential for online education. However, while the number of publications on gamification has been increasing in recent years, a classification of its empirical effects is still missing. We present a systematic literature review conducted with the purpose of closing this gap by clarifying what effects gamification generates on users’ behaviour in online learning. Based on the studies analysed, the game elements most used in the literature are identified and mapped with the effects they produced on learners. Furthermore, we cluster these empirical effects of gamification into six areas: performance, motivation, engagement, attitude towards gamification, collaboration, and social awareness. The findings of our systematic literature review point out that gamification and its application in online learning and in particular in Massive Online Open Courses (MOOCs) are still a young field, lacking in empirical experiments and evidence with a tendency of using gamification mainly as external rewards. Based on these results, important considerations for the gamification design of MOOCs are drawn.