Abstract
BackgroundGamification has remarkable potential in the learning space. The process of creating a gamified system and its influence on human behavior reflect the interaction between educators and machines.ObjectiveThe purpose of this pilot study was to present Ethoshunt as a gamification-based mobile app that can be used in teaching and learning ethics.MethodsThis study involved a mixed-methods research design. The researchers surveyed 39 undergraduate students who were introduced to Ethoshunt in order to examine the relationships between mobile app usability and positive emotions, ethical competency, and user experience. Affinity diagramming was used as a tool to organize the opinions and experiences of participants using featured gamification elements.ResultsGame dynamics and game mechanics explained the functionality of Ethoshunt. In addition, the learning flow through Ethoshunt was discussed. Overall, the findings were positive, and mobile app usability had the strongest relationship with positive emotions (r=0.744, P<.001), followed by ethical competency (r=0.686, P<.001) and user experience (r=0.614, P<.001).ConclusionsPositive emotions could be perceived as an important dimension in the development and usability of Ethoshunt. The researchers suggest that the gamification-based mobile app advocated in this study may provide ideas for ethics educators who wish to develop a technology-mediated learning environment.
Highlights
Gamification is the use of a game-like concept to create engaging and supportive learning environments that motivate students
Game mechanics refer to building blocks for gamifying offers, such as badges and scoring systems [35]
Game dynamics describe the effects of game mechanics on students [35]
Summary
Background Gamification is the use of a game-like concept to create engaging and supportive learning environments that motivate students. According to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), the process of integrating new tools and technologies that involve game elements depends on the educator’s ability to: (1) construct a learning environment by employing new ideas; (2) consolidate new technology with a new pedagogy; and (3) promote socially active classrooms to encourage group work, cooperative interaction, and collaborative learning [4]. Gamification is regarded as a tool that has been influential [8] and a prominent trend in recent years [9]. It creates a great deal of value for students since it encourages learning through entertainment [10]. The process of creating a gamified system and its influence on human behavior reflect the interaction between educators and machines
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