Gamification In Education Research Articles

GAFEE: 5 Steps to Teach Effectively

This paper presents GAFEE instructional design: a new proposed model that integrates the principles of gamification with the 5E instructional model to increase the levels of motivation of the students. The GAFEE model blends the five phases of 5E learning model Engage, Explore, Explain, Elaborate, and Evaluate with a game-based approach that increases the level of interactivity. This model comprises seven constructs: According to the nature of the problem and the design principles, we have Goal-Oriented Engagement, Autonomous Access and Exploration, Feedback-Enhanced Explanation, Challenge-Driven Elaboration, Collaborative Evaluation, Iterative Design and Technological Synergy. Each of the identified constructs is backed up by a literature review proving the efficiency of the given construct. An example of the implementation of the GAFEE model is best described in a fourth-grade English course where the students’ vocabulary, grammar, and speaking skills are enhanced. These points stress the positive outcome of the application of the game environment to the educational process, motivation, individual learning, and feedback systems. Lastly, the paper highlights on the effectiveness of the proposed GAFEE instructional design to alter the instructional practices and point out the areas of future research in gamification of education.

Adaptation of digital gamification in professional education amid martial law challenges

Introduction: The growing interest within the scientific community in the potential of gamification in professional education during wartime drives the relevance of this research. Objective: The main aim of this article is to identify the significance of positive and negative factors in gamification in professional education and analyse their impact on the educational environment. Methods: The research used scientific literature analysis, statistical data analysis, and generalisation and systematisation to substantiate the main features and positive and negative aspects of gamification in professional education. To justify the feasibility of applying gamification elements in the Ukrainian context, an expert survey of lecturers was conducted, which allowed for the formation of weighted average indicators by criteria using Excel tools and the performance of a correlation SWOT analysis in the JASP program (Classical Correlation tool). Results: The analysis revealed that lecturers rate the advantages and opportunities of gamification higher than the challenges and threats. Positive effect include of gamification on the development of students' collaborative skills, engagement, and motivation, however, negative consequences the creation of unhealthy competition, reduced learning effectiveness, and the need for enhanced control over game elements. Conclusions: The research identified that the main aspects that will contribute to the effective integration of game elements into the learning process are an integrated approach, infrastructure reliability, flexibility, and adaptability of educational programmes, which will ensure the further development of approaches to student engagement and the enhancement of their motivation in the process of acquiring professional skills.

Students’ and faculty continuous intention to use gamification in higher education: A structural analysis

Over the past decade, the integration of technology, particularly gamification, has initiated a substantial transformation within the field of education. However, educators frequently confront the challenge of identifying suitable competitive game-based learning platforms amidst the growing emphasis on cultivating creativity within the classroom and effectively integrating technology into pedagogical practices. The current study examines students and faculty continuous intention to use gamification in higher education. The data was collected through an online survey with a sample size of 763 Pakistani respondents from various universities around Pakistan. The structural equation modeling was used to analyze the data and to investigate how continuous intention to use gamification is influenced by, extended TAM model with inclusion of variables such as task technology fit, social influence, social recognition and hedonic motivation. The results have shown that task technology has no significant influence on perceived usefulness (PU) where as it has a significant influence on perceived ease of use (PEOU). Social influence (SI) indicates no significant influence on perceived ease of use. Social recognition (SR) indicates positive influence on perceived usefulness, perceived ease of use, and continuous intention. The dimensional analysis indicated that perceived ease of use has insignificant influence on perceived usefulness. Both PEOU and PU exhibit positive influence on attitude. Hedonic motivation (HM) and attitude were observed to have a positive influence on continuous intention (CI). Moreover, gamification is found to efficiently and effectively achieve meaningful goals by tapping intrinsic motivation of the users through engaging them in playful experiences.

БІЛІМ БЕРУ ЖҮЙЕСІНДЕ ГЕЙМИФИКАЦИЯ ҚҰРАЛДАРЫН ҚОЛДАНУДЫҢ МҮМКІНДІКТЕРІН ТАЛДАУ

In the modern information educational environment, there is a growing interest in the use of computer games to improve the quality of education, which determines the relevance of the proposed study for the analysis of software with the possibility of gamification of the educational process in the context of the requirements of the state, society and education. The research methodology is the study of information sources of psychological, pedagogical, methodological and technical orientation, the analysis of computer educational games of foreign and domestic authors. The article considers the need for gamification of the educational process, the principles of gamification, its impact on student motivation and participation, as well as the main aspects of the optimal implementation of game elements in training. Modern software resources and platforms offering gamification in the educational process of personal development are analyzed. All software tools with the possibility of gamification of training were divided into groups: gaming platforms, educational quests, learning management services and game development sites. Particular attention is paid to methods for evaluating the effectiveness of gamified programs and platforms, which will allow creating the best didactic tasks and recommendations for teachers. Gamification can increase student motivation and their participation in various educational tasks. Intrinsic and extrinsic motivation have a special impact on students' cognitive abilities regarding learning outcomes and improve overall academic performance. Motivation, which is an important means of achieving learning goals, motivates students according to their interests. Since students perceive information differently, they can choose their activities according to their learning preferences. According to the research topic, the positive situation of gamified learning is analyzed and the relevance of digital gamification in education is determined.

Designing Effective Hybrid Course Curriculum: A Design Science Approach to Gamification and Student Outcomes Validation.

In the modern educational landscape, the integration of gamification into hybrid learning environments has emerged as a promising approach to enhance student outcomes. However, there remains a lack of comprehensive frameworks for designing gamified hybrid courses and validating their impact on student outcomes. This paper proposes a design science-based approach to gamified course design in hybrid learning contexts. Drawing on the principles of design science research, we developed a framework for designing a gamified hybrid course curriculum that incorporates course content, activities, and assessments based on four elements of gamification (achievement elements, utilitarian value, hedonic benefits, and competition). To validate the effectiveness of our approach, we conducted a study with 294 students enrolled in a hybrid business course that implemented the proposed gamification framework. Our findings indicate that all gamification elements of our proposed gamified hybrid courses positively enhance student engagement, achievement, and satisfaction. Ultimately, this paper not only contributes to the 'gamification in education' literature by providing a comprehensive framework for designing engaging and effective hybrid courses but also proposes a roadmap for the application of design science to embed gamification in business course curriculum design within the context of modern hybrid learning environments.

Gamified Networked Learning Environments in Higher Education: A Study on Student Engagement and Value Creation in Computer Science

In the rapidly evolving domain of computer science education, fostering deep engagement and sustained motivation among students remains a challenge. This study introduces the Answers platform, a pioneering online learning environment developed at TU Delft. This research aims to reimagine the learning experience for Bachelor and Master of Science Students in computer science by integrating gamification elements grounded in Wenger's value creation framework. Our paper explores two critical research questions: the perception of learners towards gamified learning experiences and the impact of the Answers' system on value creation and motivation. We incorporated points, badges, and leaderboards in a semester-long intervention to enrich the learning landscape. The Value Creation Questionnaire (VCQ) results indicated that the platform effectively created potential and applied value, significantly enhancing students' learning practices and motivation. However, its impact on fostering social connections could have been more pronounced. The platform also moderately influenced students' ability to impact their world and shift perspectives. The Intrinsic Motivation Inventory (IMI) revealed that students generally enjoyed using the platform but felt it did not significantly enhance feelings of connectedness. This paper contributes to the body of knowledge by demonstrating the efficacy of gamification in computer science education and offering insights into the design of engaging online learning platforms. By bridging theoretical frameworks with practical application, the Answers platform exemplifies the potential of gamified environments to revolutionize educational practices in the digital age.

Rethinking Surgical Safety: Investigating the Impact of Gamified Training on Severe Flow Disruptions in Surgery

Objectives There is a need for effective and engaging training methods to enhance technical and nontechnical skills in robotic-assisted surgery (RAS), where deficiencies can compromise safety and efficiency. This study aims to evaluate the impact of a gamified team training intervention, the “RAS Olympics,” on the safety and efficiency of RAS procedures. Methods The study was conducted at a 958-bed tertiary care academic medical center in with a robust robotic surgery program. A total of 56 RAS procedures (general, urology, and gynecology) were included in the analysis, with a mix of procedure types representative of the surgical caseload at the medical center. A pretest posttest experimental design was employed, comparing the frequency and severity of flow disruptions (FD) between preintervention, postintervention without “RAS Olympics” participants, and postintervention with “RAS Olympics” participants. The “RAS Olympics” involved safety hazard identification, troubleshooting, workspace navigation, instrument retrieval, and turnover optimization. Results Postintervention cases with “RAS Olympics” participants exhibited significantly lower overall FDs compared to the postintervention control group. The reduction was particularly notable during phase 3 (surgeon on console) and in cases involving more severe FDs. Conclusions Gamified team training interventions may improve the safety and efficiency of RAS procedures. The positive outcomes underscore the potential of innovative and engaging training methods to address the evolving challenges in surgical practice, emphasizing the relevance of gamification in healthcare education. As the healthcare landscape continues to advance, incorporating such interventions may be crucial in ensuring the adaptability and competence of surgical teams.

THE IMPACT OF GAMIFICATION WITH AN EMPHASIS ON EXTERNAL MOTIVATION IN MOOCS FOR STUDENTS IN EMERGING REGIONS FROM AN UNDERPRIVILEGED GROUP: A CASE STUDY OF THE LEVEL UP COURSE BY GAMELAB KBTU AND UNICEF IN KAZAKHSTAN

This paper examines the impact of gamification and external motivation on the engagement and completion rates of Massive Open Online Courses (MOOCs), with a focus on underprivileged groups in emerging regions. The research centres around the “LEVEL UP” course, a gamified MOOC designed to enhance STEM skills among young women in Kazakhstan, developed by GameLab KBTU in collaboration with UNICEF. Utilizing a combination of quantitative data analysis and literature review, the study investigates the efficacy of gamification strategies in increasing course completion rates, which are traditionally low in MOOCs. The findings indicate that the inclusion of gamification and external motivational elements, such as competitive elements and rewards, can improve completion rates. The LEVEL UP course, for example, achieved a completion rate of 10%, which is higher than the average completion rate of MOOC courses, which 5–8%. However, the study also highlights the complexity of balancing external and internal motivational factors to sustain long-term engagement and deep learning. Limitations encountered, including technical issues and platform constraints, underline the challenges of implementing such strategies effectively. Recommendations for further research include exploring the long-term impact of gamification, the optimal balance of motivational elements, and the customization of gamification to individual learner needs. This paper contributes to the growing body of evidence supporting the use of gamification in education, emphasizing the need for nuanced approaches that enhance both engagement and learning outcomes, particularly in the context of democratizing education for learners worldwide.

CHALLENGES FACED BY TEACHERS IN APPLYING GAMIFICATION IN TEACHING ENGLISH

This study aimed to demystify the obstacles faced by English language female teachers in applying gamification strategy to develop English skills of the middle school students in Al-Taif city. The descriptive analytical approach was used to describe and analyze the phenomenon. A sample of 278 English language female teachers was randomly selected from Al-Taif schools using the stratification sampling method. Furthermore, a questionnaire, prepared by the researcher, was employed to get the necessary data from the sample members, after testing its reliability and validity. The results unveiled the multiplicity of obstacles faced by English language female teachers and limit the application of gamification. These challenges include the large number of teaching and administrative burdens, students´ overcrowding in the classrooms, weak readiness of the educational environment and its components when introducing gamification, and the high costs of designing and producing gamification into the curricula. Thus, this study urges the Education Ministry to adopt the principles of gamification in education, provide proper programs with suitable tools for that, develop teachers' abilities to employ gamification, and pay attention to the quality of programs and methods developing female teachers' skills. Moreover, it underscores the importance of providing schools with appropriate devices and tools that support the infra-structures for gamification. Significantly, the findings would provide all stakeholders with insights to understand the obstacles faced by English language teachers and the effects of gamification to overcome those obstacles.

Gamification in cost awareness education: Promising approach, methodological considerations.

Gamification in cost awareness education: Promising approach, methodological considerations.

Innovative Approaches of E-Learning in College Education: Global Experience

Thanks to the rapid development of digital and information and communication technologies, colleges around the world are actively using new models of e-learning. The purpose of this study was to analyze modern e-learning tools used in colleges in different countries. The PRISMA approach was used for this study. Based on the previously formed 7 criteria related to the content, methodology, and scientific novelty of the study, 50 items of current literature were selected for analysis. The date range was from 2012 to 2023. The results demonstrate the importance of using electronic technologies in modern colleges. They develop the formation of not only theoretical but also practical skills. For example, the use of tools such as virtual augmented reality, or simulation technologies contribute to the development of practical skills in students. The proposed results have shown that micro-education, social education and gamification of education are integral elements of modern educational practice based on innovations. The conclusions summarize that the most common electronic technologies are remote platforms, mobile applications, and interactive technologies. For practical specialties less popular, but important are simulation technologies and virtual reality. In addition, the college's e-learning platform makes use of augmented reality, blockchain technology and analytical tools. All of these technologies support the growth of e-learning at the college level.

Enhancing Classroom Management and Student Engagement: The Role of ClassDojo and Gamification in Education

Enhancing Classroom Management and Student Engagement: The Role of ClassDojo and Gamification in Education

Gamification in Enhancing Student Financial Knowledge, Engagement, and Enjoyment in Financial Education

This study aims to examine the impact of gamification on financial knowledge through student enjoyment and student engagement. This study employed a quantitative approach and used a survey to examine the relationships between variables. The sampling technique used was purposive sampling, with 289 students who have previously received financial education at a public university participating as respondents. The research instrument utilized a questionnaire developed based on prior studies. The results were tested using Variational Bayesian Structural Equation Modeling (VB-SEM) to analyze the influence between variables. The findings showed that gamification had a positive impact on student enjoyment and student engagement. This study demonstrates that gamification does not directly influence students' financial knowledge. Student engagement fully mediated the effect of gamification on students' financial knowledge, whereas enjoyment does not affect students' financial knowledge. This study underscores the importance of fostering student engagement in gamification to enhance financial knowledge. The implications of this research include strengthening student engagement through various strategies, such as apperception, motivation, and interaction during the use of gamification in financial education.

Gamification in supply chain education: A comparative study of supply chain card games and board games in Malaysian tertiary institutions

Gamification has gained popularity in educational settings as a tool to enhance learning experiences. This research compares two well-known gamification tools, supply chain master card games and supply chain board games, in their capacity to teach supply chain management (SCM) concepts. Random sample interviews were conducted with students and employees to gather their perspectives on the games and SCM topics. The study evaluates the content delivery, level of understanding, and the advantages and disadvantages of using it for teaching and learning in a criteria table. It is aligned with the Sustainability Development Goal (SDG) 4 which is Quality Education in empowering sustainability through quality education. The findings demonstrate that gamification, including the use of these games, positively impacts the teaching and learning of supply chain management in Malaysian tertiary education. The results indicate that both the Supply Chain Card Game and the supply chain board game have significant advantages in enhancing student engagement, experiential learning, and the understanding of key SCM concepts which involve three (3) main measurements which are characteristics, content delivery, and level of understanding. It improves student engagement, facilitates active learning, and fosters essential skill development. The recognition of gamification's potential has led to policy initiatives supporting its integration into the curriculum, aligning with the goals of learner-centered and experiential education. However, challenges remain in implementing gamified learning approaches effectively. The Malaysian government should acknowledge gamification's potential and provide support for teachers to incorporate gamification tools, including training programs, workshops, and educational resources. By addressing implementation challenges, the sustained integration of gamified learning approaches can be ensured in the Malaysian education system. This research emphasizes the significance of gamification in enhancing teaching techniques and its positive impact on student learning outcomes in the field of supply chain management.

ПРОБЛЕМЫ ГЕЙМИФИЦИРОВАННОГО ОБУЧЕНИЯ РКИ И МЕТОДЫ ИХ РЕШЕНИЯ

The article considers gamification in education as a principle for organizing the educational process, its pros and cons in teaching Russian as a foreign language, as well as ways to prevent the formation of negative habits among students. The authors draw attention to the fact that the introduction of new teaching methods requires the adaptation of teachers to modern strategies and to the continuous development of advanced technologies. The text demonstrates the need for conscious and accuracy when using gamification in order to avoid oversimplification and evaluation of results by external criteria. The danger of students becoming accustomed to easily obtaining results and superficial assimilation of material in gamified courses is discussed. The text also returns to the idea of the importance of recording and visualizing information in the educational process. The authors note the significance of students’ own analytical work, awareness when performing tasks, deep immersion in the process of cognition and the development of creative thinking. Finally, the article emphasizes that gamification is a method that requires caution, careful attitude, and an emphasis on formation of students' cognitive skills.

How to Play a Game Properly – Enhancing Obstetrics and Gynecology Education through Gamification: A Scoping Review

AbstractEffective healthcare relies on well-trained professionals, and the quality of their training is dependent on appropriate learning methods and assessment techniques. Gamification, the use of game mechanics in non-game environments, has emerged as a promising strategy in medical education. This review explores the applicability and effectiveness of gamification in obstetrics and gynecology education.Adhering to PRISMA guidelines, a comprehensive search was conducted on PubMed, Google Scholar, Embase, and Medline databases from January to March 2023. The search terms included “medical students OR residents OR physicians OR midwives AND games OR educational games OR serious games AND gynecology OR obstetrics”. The inclusion criteria encompassed studies published in English or German from 1990 to March 2023, focusing on gamification in gynecology and obstetrics education. Data extraction and analysis were structured using the PICOS framework.The review identified various studies demonstrating the effectiveness of gamification in obstetrics and gynecology education. Gaming shows like Jeopardy significantly boosted knowledge retention and engagement. VR technologies, such as Second Life, enhanced emergency and surgical training. Improvisational games improved empathy skills, though requiring reinforcement. Video games and laparoscopy trainers showed promise in enhancing surgical skills, with gamers performing better in initial tasks. Custom-developed games like Play and Learn for Surgeons significantly improved procedural skills.Gamification in obstetrics and gynecology education boosts learner engagement, knowledge retention, and practical skills. VR technologies and video games are effective for surgical training, while custom games can enhance specific procedural skills. Further research is needed to optimize and integrate gamification strategies into standard curricula, offering a modern approach to equip healthcare professionals with essential skills and knowledge.

On the Pre-Perception of Gamification and Game-Based Learning in Higher Education Students: A Systematic Mapping Study

Background The fields of gamification and game-based learning are growing and changing quickly, with researchers investigating the use of gamification in education using various methods and in numerous case studies, however, no research investigates the significance pre-perception of higher education students has in gamification, game-based learning, and serious games studies. Objective We perform a systematic mapping to identify the gaps in our understanding on the effects of pre-perception in gamification, focusing on the under-researched area of gamification and game-based learning applications for higher education. Results We present three main findings: (1) Current research on the effects of higher education’s students' pre-perception of gamification and game-based learning are limited. (2) The limited available research indicates perception towards gamification and game-based learning in participants may impact on the effectiveness of game-based solutions, but more research is required to better understand the relationship. (3) A significant body of new research work is required to examine how student perception can affect the effectiveness of gamification and game-based learning solutions in higher education. Conclusion Our understanding of the effect pre-perception may have on the results reported by research on gamification applications for higher education is limited. We encourage more, non-empirical research, to be conducted around pre-perception, and more research that considers gamification and game-based learning applications for higher education.

Gamification for Studying Mathematics by E-Learning

The difficulties of studying mathematics in this digital age call for solutions that might boost student engagement and motivation. To make learning more dynamic and interesting, it is suggested that a gamification methodology that combines game simulation with gamification is applied. In order to enhance mathematics instruction using an online learning platform. A thorough grasp of the difficulties associated with studying mathematics. To complement the learning objectives for mathematics, the gamification design includes selecting question types, constructing game situations, and producing visual components. This research creates a gamification paradigm using the Quizizz gaming application. The research focuses on the case of IKPIA Perbanas Jakarta for mathematics courses, which has the primary objective of optimizing mathematical learning through the concept of gamification. The researcher used the Dick and Carey development model, which has 10 phases from requirement identification to assessment, to create this learning model. The implementation of the Quizizz application and the gamification approach in an online learning environment occurs at the development stage. Technical configuration, application testing, and modifications based on preliminary feedback are all part of the implementation process. The success of the gamification technique in raising students' motivation and comprehension of the mathematics content was then assessed. Researchers used this helpful gamification to determine suitable designs for delivering learning content. Gamification for mathematics education is also very practical. In education, gamification by Quizizz as an application for gamification only supports but cannot replace the position of teachers and books. Mathematical learning devices with gamification are effective because they have met the classification very well at 79.17% and 20.83%, respectively, at an accuracy rate of 95.83%. Research has limited problems related to being carried out only in the IKPIA Perbanas Jakarta environment, which has students in semester one who have the characteristics of technology generation with the application of gamification that is integrated into the e-learning of Perbanas. The value of this research is the use of gamification for students studying in higher education and integrated into the Learning Management System (LMS).

Enhancing Online English Self-Regulated Learning through Gamification and Active Learning in Higher Education

Enhancing Online English Self-Regulated Learning through Gamification and Active Learning in Higher Education

Gamification in Higher Education: challenges and proposal for teachers of the Architecture Career

The aim of this research was to identify the main challenges that Architecture teachers face when integrating gamification into their teaching activities, with the intention of offering recommendations and strategies to improve their adaptability and effectiveness in the educational environment. A study involving 25 teachers from the Universidad Nacional de Chimborazo was carried out through purposive sampling. The results revealed challenges such as alignment of objectives and activities, adaptation of content and integration of feedback. A mixed non-experimental, cross-sectional cohort approach was adopted, using surveys with 21 closed-ended questions and a reliability coefficient of 0.720. These surveys, all non-parametric, allowed for a Spearman correlation analysis, which supported the effectiveness of gamification in stimulating interdisciplinarity, knowledge integration and competence development. This finding could motivate teachers to seek training in this area. As a result, the development of a didactic guide containing guidelines, platforms and usage guidelines for the effective application of gamification in the classroom is proposed.