Gameful learning investigating the impact of game elements, interactivity, and learning style on student success

Abstract

This study explores the effects of the aspects of game components, interactivity and learning-styles towards the main goal of providing an understanding of the factors that contribute towards the improvement of learning. Structured questionnaires were used to gather quantitative data from participants ranging from college going students to post graduate level students. The outcome of the quantitative organized queries also painted the picture consistent with all the quantitative hypotheses where regression models had been applied. The next level of credibility came from the quantitative results that ranged from mildly to strongly positive and supported by an expert indicating that the latter had improved due to the effects of gamification. Gathering the qualitative data was carried out by semi-structured interviews with six experienced educators. These educators provided deep descriptions and complex opinion on the personal experiences in the learning context that involve gamification. Unlike the quantitative analysis that focused on the overall results of gamification, the thematic analysis unfolded into the qualitative aspects regarding motivation, engagement, and the learner’s journey. Combining these quantitative and more especially qualitative data sets offers an alternating view of the gamification environment in education. The findings of the study do not only contribute to the theoretical body of knowledge in gamification but also offer real-life recommendations for the educators and institutions who are eager to bring changes to the traditional learning processes. Therefore, the study shows that there are no hard-liner advantages of gamification and that it can have positive impacts in various perspectives. It shows how game elements can improve the learning application and motivation and their capacity in dealing with different learning types and achieving better academic results. Additionally, the qualitative element strengthens the role of teachers, when describing the conditions and possibilities of using the gamification concept for actual educational teaching context.