Online learning readiness and attitudes towards gaming in gamified online learning \u2013 a mixed methods case study

Klaudia Bovermann,Theo Bastiaens,Joshua Weidlich

doi:10.1186/s41239-018-0107-0

Klaudia Bovermann, Theo Bastiaens + Show 1 more

Open Access

https://doi.org/10.1186/s41239-018-0107-0

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Abstract

Gamification has gained a lot of attention in recent years as a possible way to foster students’ motivation and learning behavior. As a high drop-out rate is associated with distance learning, in particular with students often struggling to engage with the material, the implementation of gamification may support and enhance more successful online learning. A distance learning Bachelor degree class was selected as a case study to investigate the implementation of a Moodle-based gamification concept as well as different variables associated in using a mixed-methods-approach. Eight students were interviewed and 32 participated in an online survey. Significant positive correlations were found between students’ online learning readiness in the dimension of technical competencies and both types of autonomous motivation (identified and intrinsic motivation). A significant positive correlation was also found between self-reported attitudes towards gaming and the dimension of coping of study-satisfaction. As expected, students who indicated rather low online learning readiness tended to show non-autonomous motivation (amotivation). Surprisingly, some students reported autonomous motivation, despite having expressed a rather dismissive attitude towards playing online and computer games in general. Acquiring digital badges reportedly felt like appreciation directly awarded by the students’ instructor. Progress bars were positively evaluated and were accepted as a management tool for individual learning strategies.

Highlights

A continuous growth in distance online learning has been observed in recent years and this method of learning is fast becoming a significant constituent of higher education (Allen & Seaman, 2013)
Overall, the results indicated a high acceptance of the implemented gamification concept using badges and progress bars
20% of the students in this case study rejected the concept of gamification in the online learning environment and were assigned to the group of amotivation

Summary

Introduction

A continuous growth in distance online learning has been observed in recent years and this method of learning is fast becoming a significant constituent of higher education (Allen & Seaman, 2013). A progress bar was linked to activities, unlocked once the tasks and group work user had carried out (e.g. quizzes, tutorials, the pre-defined tasks, interactions) number of activities and actions It showed the learning progress and mastery of the student. Gamified online learning and associated types of motivation A descriptive evaluation of the quantitative data was made in order to answer research question (1) and in addition, data from the interviews were integrated in order to gain a more comprehensive insight about how the students matched a regulation type. This is in line with expectations, as participation in the gamification program was voluntary and there were no extrinsic rewards associated with the gamification activities Based on their answers, the eight interviewees of the qualitative survey could be assigned to one of the three groups of regulation types considered in the quantitative survey.

Motivation Interviewee Type

Motivation Types

Findings

Conclusion