Abstract
Research presented in this paper represents a further step towards proving the efficiency of gamification in higher education. Our research was conducted within two higher education institutions and includes full-time and part-time students who enrolled in the courses 3D modeling and Programming. Based on the research results, three hypotheses were tested. These hypotheses give a better insight into some psychological phenomes. The first hypotheses tested the level of knowledge in experimental and control groups for all students who achieved a minimum of 50% score in the pre-test. Our results confirmed the existence of statistically significant difference in the benefit of the experimental group. The other two hypotheses are spreading results even more. We analyzed 50% of the highest ranked and also 50% of the lowest ranked students’ score with the use of t-test. Based on our analysis of the average number of points on the post-test for participants with the lowest ranking we found no statistically significant difference. On the other hand, the same analysis for participants with the highest ranking shows, with statistically significant difference, that the experimental group achieved notably better score.
Highlights
Gamification for learning can be defined as usage of game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning and solve problems (Enders, 2013; Kapp, 2012)
Aligned with the main goal of this research, to test efficiency of applying gamified design elements in university-level informatics e-courses, we state the following three hypotheses for our research: H1: The experimental group of participants who achieved a minimum of 50% score in the pre-test will achieve statistically significant results, compared to the control group of participants who gained a minimum of 50% score in the pre-test, with respect to the achieved scores in the post-test
The average number of points on the post-test increased by 30.5% for the experimental group and amounted to 20.89
Summary
Gamification for learning can be defined as usage of game-based mechanics, aesthetics and game thinking to engage people, motivate action, promote learning and solve problems (Enders, 2013; Kapp, 2012). Gamification is applied in ecourses in order to increase participants’ motivation, experience and engagement (Domínguez et al, 2013). It relies both on technology: E-learning systems on Web and mobile platforms; and psychology: Peoples’ competition instinct and sense of pride and achievement (Glover, 2013). Through our earlier studies (Bernik et al, 2015; 2017), it was confirmed that an experimental group of participants achieved better results in post-test knowledge testes, but we are interested in investigating how significant is the difference in results. Behavioural momentum Productivity Ownership "Combo" effect×3 Joint collaboration Regular rewarding
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