Abstract
Research background: The current classical education system also used at the University of Žilina has certain gamification elements. However, it does not meet needs of most students, and is even very demotivating for a large proportion of students. Students perceive studying only as their duty, instead of perceiving it as something they enjoy and like to do. With the advent of modern technologies, the way of teaching without them is beginning to seem uninteresting and often ineffective. Purpose of the article: The COVID-19 global pandemic and the necessary national measures taken to combat the spread of the virus can significantly disrupt the provision of education. According to Resolution on the future of European education in the context of Covid-19 now is the right time to rethink and modernize curricula and procedures and accelerate change, by promoting digitization and innovation through gamification as well. The purpose of the paper is detect the possibilities of gamification in online learning at the University of Žilina. Methods: The survey was conducted to obtain the necessary primary data. It was statistically tested by one-way ANOVA, which represents the option of analysis of variance. Findings & Value added: The aim of the paper is to find a statistically significantly different segment of students from the University of Žilina, who have greatly expressed interest in gamification in online learning in order to increase their motivation.
Highlights
The concept of gamification was first used in 2002, on the web site of consultant Nick Pelling, who offered a playful hardware enhancement, i.e. the principle of using gaming elements in non-gaming environments
For the purposes of this paper, the following hypotheses have been established. - Student groups according to gender differ in attendance at lectures with elements of gamification. - Student groups according to gender differ in attendance at seminars with elements of gamification. - Student groups according to gender differ in their motivation to perform better in education through online learning with elements of gamification
By statistical analysis using one-way ANOVA, we found that there was no statistically significant difference between the examined groups at the significance level of 0.05, even in any of the nine hypotheses
Summary
The concept of gamification was first used in 2002, on the web site of consultant Nick Pelling, who offered a playful hardware enhancement, i.e. the principle of using gaming elements in non-gaming environments. The positive effect of gamification in marketing is supported by many scientists and practitioners (Plesis, 2011; Kuo, 2013; Zadakova, 2018; Zéman and Bogdan (2019) This can be explained by the fact that by using innovation and knowledge about users in a progressive form of marketing communication, companies are able to achieve a competitive advantage (Sroka et al, 2014; Palus, et al 2014; Domańska, 2018; Lizbetinova et al, 2020, Arsawan, 2020; Sawaftah, 2020). Game elements were used in marketing, at the end of the 20th century, gamification began to enter the educational environment, mainly due to the effort to motivate students like customers of companies. From the point of view of motivation, Fiala (2019) according to Malone defines 5 basic characteristics of the optimal educational environment: - The student can move freely in the environment. - The student receives immediate feedback on their performance. - The student can progress at his own pace. - The student is not limited by the environment during discovering. - The student is encouraged to discover the context
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