Gamification In Higher Education Research Articles

Augmented reality and gamification in higher education: Designing mobile interaction to enhance students’ motivation and learning

The emergence of augmented reality (AR) and gamification in higher education has gained relevance by virtue of their usefulness in learning spaces. Prior research has examined these technologies separately, but less is known about the impact of combining AR and gamification in the area of web development. This article examined how different educational materials on web development influence students’ motivation and learning in higher education. The educational materials included lecture notes, an AR prototype, and an AR prototype with gamification. A web-based experiment involving 95 students demonstrated that using AR could enhance students’ motivation compared to conventional educational materials, such as lecture notes. However, compared with using only AR, the combination of AR and gamification did not enhance students’ motivation or learning. The findings may serve as a basis to further AR in higher education and support authors in the design of AR in course literature.

Serious Games in Higher Education in the Transforming Process to Education 4.0—Systematized Review

The digital transformation associated with the Fourth Industrial Revolution is having an impact on the way we teach. Under the term Education 4.0, new teaching methods, new technologies, as well as a student-centered approach, are expected to be used in teaching. One established method of teaching is the use of Serious Games, as it has various positive effects in terms of motivation and engagement. This paper deals with the question of how the transformation towards Education 4.0 influences the way Serious Games are designed and used in the context of higher education. To this end, a systematized literature review was conducted. Out of 550 publications, 28 were included. This revealed works on the general conception as well as studies on Serious Games in various areas of university teaching. The results show different concepts of Serious Games, with the structure often being adapted to learning content and not to students. In terms of technical implementation, Serious Games are mostly web- or desktop-applications instead of new technologies such as VR. As a result, new concepts seem necessary to adapt Serious Games to Education 4.0. In the future, we want to design Serious Games that respond flexibly to students’ needs and make it easy to integrate new technologies.

Authentic learning questionnaire for digital simulation games in higher education: A construction safety case study

Authentic learning questionnaire for digital simulation games in higher education: A construction safety case study

A bibliometric analysis of gamification education in higher education research

A bibliometric analysis of gamification education in higher education research

A Proposal for an Immersive Scavenger Hunt-Based Serious Game in Higher Education

A Proposal for an Immersive Scavenger Hunt-Based Serious Game in Higher Education

Students’ Perceptions of a Gamification in Higher Education

The goal of the current study is to explore higher education students’ perceptions at Taibah University in Saudi Arabia about integrating a gamification approach into their classes. The descriptive technique was employed by the researcher since it was the most suitable scientific approach. An online survey with 35 questions was distributed to the students via email. The total number of students in the target population was 201. A total of 86 students submitted responses, resulting in a response rate of 43%. The Statistical Package for Social Sciences (SPSS) was used to analyze the data obtained and accomplish the study's objectives. The results showed positive perceptions toward the use of gamification among higher education students at Taibah University. The study also showed that there was a significant difference in integrating the gamification approach between students in the College of Law and the College of Business Administration in favor of Low college. This study recommeneds encourging the faculty members to adopt gamification methods in all their classes to help students easily recall the information and to help them get engaeged with lesson. Further studies need to be conducted to investigate the relationship between students’ personal characteristics (age, gender, and school year) and their perspectives about adopting a gamification approach. The findings of this study indicate that further studies at the colleges of Business Administration need to be conducted to get faculty members and students’ perspectives about adopting a gamification approach.

Gamification needs analysis in learning at the University

This study aims to look at the needs in the field related to the development of gamification in learning in universities. These innovations must be implemented immediately to infuse learning activities with new life. This qualitative descriptive study was conducted using a survey method between January and March 2021. A questionnaire was utilized for data collection. The questionnaire sheets were used to collect data about university courses. The descriptive and qualitative analyses of the research data were conducted. The study enrolled 100 students from Universitas Terbuka, Universitas Pendidikan Indonesia, Universitas Sebelas Maret, Universitas Negeri Surabaya, and Universitas Negeri Makassar. Based on the findings of the investigation carried out, it can be seen that gamification is very much needed in learning at the university level. Gamification in higher education is critically needed and must be implemented in practice. The next step needed is to develop gamification-based learning for universities. Keywords: Digital technology; gamification; learning; need analysis; university

Systematic review on the use of serious games in project management education

Project management education is well suited for active learning through serious games, and a lot of research has been published on the use of serious games for project management education. Earlier reviews have focused on the content and features of project management serious games. The objectives for using those serious games have been less reviewed. The aim of this study was to conduct a systematic review to better understand the objectives of using serious games in project management education, with the following research question: Why are project management serious games used in higher education? A systematic review was performed using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA). A systematic search enabled us to identify 175 articles, of which forty-three met the eligibility criteria. An inductive content analysis of those articles showed that project management serious games are used mainly for pedagogical and practical reasons. From a pedagogical perspective, serious games are mainly used to develop specific skills that are difficult to acquire in classic ex cathedra lectures, such as practical competencies and soft skills. From a practical perspective, serious games are mainly used for proposing a risk-free trial environment. Based on our analysis, we propose a taxonomy of reasons for using PM games in higher education. Our study also reveals that few studies assess whether serious games meet all their objectives, and that more research is needed on how to implement them into a coherent pedagogical scenario.

Impact of Gamified Teaching on University Student Learning

Gamification is presented as an innovative strategy to traditional teaching in higher education. In this sense, the aim of this study is to review the scientific literature in order to analyse the implementation of gamification in higher education. The impact of gamified teaching on the learning of university students was identified through the analysis of eighteen articles published in four databases (Web of Science, Scopus, Google Scholar, and Dialnet). It is evident that gamification is a novel topic in higher education, providing numerous benefits in the learning of university students, but it is still a little-explored area, being scarce in its application in some branches of knowledge. It is recommended to continue researching and generating experiences on its application in higher education in order to know its real effects on the teaching–learning process of university students.

Using an online escape room as a formative assessment tool during a lecture on HIV: a case study.

Escape rooms are becoming prevalent in their use as a form of playful learning and gamification in higher education, often used for a multitude of purposes to enhance students’ higher education learning experiences. Whilst studies have reported their valuable uses in a range of contexts, they have often focussed on undergraduates and fewer have explored their use in formative assessment practices. This case study seeks to address this gap by exploring the perceptions of postgraduate students in completing an online escape room activity as a form of formative assessment during an MSc lecture. Postgraduate students from the School of Psychology at the University of Surrey were invited to complete an online escape room as a form of formative assessment and took part in a follow-up qualitative survey to explore their perceptions of the activity not traditionally used in their course. The results from the case study showed that (1) the escape room was viewed positively by students as a novel and creative formative assessment practice, (2) the role of peers was important in the design of the assessment approach, and (3) students welcomed challenge and mastery of the learning outcomes and activity. This case study demonstrates initial positive findings about the use of escape rooms for formative assessment and advocates for further research to be conducted in this area. We also encourage HE teachers to think about how such practices could enhance students’ learning experiences in their own teaching contexts.

Gamification to enhance engagement and higher order learning in entrepreneurial education

PurposeIn an effort to enhance the student experience and achieve complex learning outcomes the use of gamification in higher education is increasing. Using two case studies, this paper explores the efficacy of two discrete inclusions of gamification in entrepreneurial education.Design/methodology/approachIn the first case study, students leveraged their taught knowledge about gamification to develop a gamified business concept. In the second case study, students played a humanitarian game and provided feedback about its design and efficacy.FindingsThe students' overall engagement with entrepreneurial education was significantly influenced by two factors: their perceived learning about gamification; and their perceived engagement with the gamification. It was observed that highly engaged students considered the gamification component of the course challenging.Originality/valueThis study demonstrates the potential of gamification to enhance engagement and to foster higher-order learning in the context of entrepreneurial education.

Игрофикация учебно-воспитательного процесса вузов

Training of highly qualified specialists in modern conditions requires gamification of the educational process itself in higher education. The article is aimed at substantiating the need to expand the field of game practice in the system of higher education by including gamification of the educational process of universities and outlining the conceptual foundations of the author’s innovative method of organizing the educational and educational process in the system of higher education VIRTUOZ (‘Variable Game Solution of Difficult Educational Tasks’). The article provides a detailed review of the subject field of scientific publications of domestic and foreign researchers on games and game practices in higher education, which showed that they comprehensively consider gamification in higher education, with attention to various types of games. However, the problem of gamification of the educational and upbringing process itself, the tasks solved by it before the author, no one in the Russian Federation and abroad has investigated and implemented in practice. The author substantiates that it is advisable to gamify the organization of educational activities of the university in order to make this process meet the requirements of the transformation of national education, deeper and more justified. The VIRTUOZ method is designed to help in the effective formation of competencies in solving the corresponding specific task: writing a WRC, undergoing practical training and others. The uniqueness of the project lies, first of all, in the fact that it involves the comprehensive interaction of all participants in the educational process; is implemented on the basis of the results of a sociological survey on a particular problem to identify the most difficult tasks; simulates the game situation, based on the specifics of the university, the subject and other factors; ensures effectiveness for all participants in the educational process. The VIRTUOZ project makes extensive use of end-to-end technologies and digital tools. The VIRTUOZ method opens the way for the development and implementation of other innovative game methods for organizing the educational process in higher education.

Framework for Using Professional Engineering Tools to Develop Games in Post-Secondary Education

Teaching is changing with increasing emphasis on teaching digitally to enable remote learning. While it gives more opportunities to engage students, it also makes it harder to learn professional skills, which is especially important for the engineering field. One problem might be the lack of professional tools for the digital education of engineers. The purpose of this work is to assess the feasibility of creating digital educational games by shaping professional tools themselves as games for post-secondary education, and to develop a framework for such a process. This article demonstrates a case for applying the proposed framework to develop a game for a communication network course using a computer network simulator. The findings of this work highlight the need to create such games in higher education based on professional tools.

Research Trends and Applications of Gamification in Higher Education: A Bibliometric Analysis Spanning 2013–2022

Gamification plays an essential role in supporting educational goals. Existing literature confirmed that gamification has been widely used to elevate student achievement in many fields. This study examines the current status and research trends of gamification applications in higher education by conducting a comprehensive bibliometric analysis during the period 2013-2022. This study focuses on publication language, growth rates, most frequent author keywords, most cited papers, most prolific authors, most impactful journals, most productive institutions, and most active countries. For bibliometric mapping analysis, a total of 819 peer-reviewed journal articles were retrieved from the Scopus database. The results showed that: (1) the majority of the manuscripts are written in English, (2) the peak of publication is 2021 with 216 papers, (3) gamification, higher education, and motivation have been the most used keywords, (4) the works of Domínguez et al., de-Marcos et al., and Buckley and Doyle have been the most frequently cited documents, (5) de-Marcos, Boyle, and Pérez-López have been the most important authors, (6) Sustainability, International Journal of Emerging Technologies in Learning, and Journal of Chemical Education have been among the top journals, (7) Universidad de Granada, Universidad de Sevilla, and Tecnologico de Monterrey have been the top institutions, and (8) Spain, the US, and the UK have been the most important countries in this area. This study offers a useful contribution in the area and provides a comprehensive overview, scientific landscape, and future direction of the field.

About the experience of using gamification in higher education on the example of teaching mathematical disciplines

The article deals with the issue of improving the quality of education at the university through the use of gamification methods in the process of teaching mathematical disciplines. The principles of gaming activity, its structural components, cases of gamification application are highlighted, the classification of games is given, pedagogic conditions are formulated, as well as a number of requirements for conducting a didactic game. The article presents the authors’ educational and methodological kit of the game, tested on students of the training direction of Tourism at Kostroma State University.

An Examination of Influential Factors on Gamification in Higher Education: A Content Analysis

Gamification has been used in education since the early 2010s, however, the empirical studies on the effectiveness of gamification have yielded inconsistent results. Without a clear understanding of how gamification works, and which gamification design elements have a higher potential to influence learning outcomes, gamification intervention may not achieve the desired results. This study aimed to examine the factors that contributed to the successful implementation of gamification in higher education, and to identify the design elements that had most influence on student learning outcomes. Data was collected from the empirical studies conducted between 2014 and 2023. Data analysis was conducted using logistic regression and Chi-Square tests. Two gamification design elements, Social Interaction and Leaderboards, were found to have significant influence on student learning outcomes. This study provided insights for college instructors and instructional designers in the design of gamification intervention in instruction. Implications for practice and future studies were presented.

Challenges with Gamification in Higher Education: A Narrative Review with Implications for Educators and Policymakers

This narrative review critically examines the application of gamification in higher education. Gamification, the integration of game elements into learning, is increasingly used to enhance student engagement and motivation. However, the effectiveness of gamification depends on its alignment with learning objectives. Superficial use of game elements, such as irrelevant badges, can hinder meaningful learning outcomes. Moreover, over-reliance on extrinsic rewards can lead to short-term motivation but may compromise deep learning. Additionally, a competitive culture fostered by gamification might hinder collaboration and stress individual achievement. To harness gamification's benefits, educators must carefully design game mechanics to promote collaboration, select suitable activities, and consider diverse learning styles. This review underscores the need for thoughtful integration of gamification and the importance of evaluating its impact on pedagogical goals in higher education. The article concludes by providing implications for research and practice.

INCITING THE FIRST-YEAR UNDERGRADUATE STUDENTS' SECOND LANGUAGE ACQUISITION THROUGH PLOTAGON APPLICATION.

The advent of technology has opened up a new vista of Gamification in higher education, especially English as second language acquisition. Games and their elements have increased the engagement, motivation and autonomy of the learners. Due to the Covid-19 pandemic, there has been a 360-degree change in online education. Unfortunately, the existing infrastructure, course content, and delivery failed to engage the learners during the online sessions to some extent. One of the reasons why online education in the present scenario failed to engage the online delivery is that the teachers and the taught were not connected, and even if it happened, the ratio was next to nil. The researcher has tried to bring in Gamification or game-based learning in online education while teaching first-year engineering students English as a second language. Plotagon mobile application has been used to incite the learners for English as second language acquisition. The learners were found engaged and excited in using this mobile application as they could create the animated conversations independently.

Gamification in higher education: The ECOn+ star battles

Gamification is a thriving technique that has attracted attention in higher education. Despite the increasing number of studies published in recent years, the problem is that the relationships between gamification and students' knowledge, engagement and satisfaction have not yet been theoretically and empirically explored in the same piece of research in the literature. As an added value to the literature, our study provides, for the first time, a complete conceptual framework for the implementation of a global gamification strategy in higher education, which leads to an improvement in the teaching-learning process -The 8-Pointed Higher Education Gamification Star-. This conceptual framework is concretized in a detailed gamified instructional activity -The ECOn+ Star Battles-ready to be replicated in any other higher education context that would be interested in adopting it. Furthermore, our research is supported by a quantitative analysis based on the PLS-SEM data analysis technique proposing The Higher Education Gamification Measurement Scale-HEGx+ and providing statistically significant results that shed light on the influence of gamification on students' knowledge, engagement and satisfaction. Our results conclude that gamification directly influences students' engagement and knowledge. At the same time, gamification does not directly affect students' satisfaction; it indirectly affects it through knowledge and engagement. These results are particularly relevant in a gamified instructional design in higher education where without student satisfaction, gamification and the advantages it can bring to the teaching-learning process are not sustainable in the long term.

Business Simulation Games in Higher Education: A Systematic Review of Empirical Research

Over the last few years, business simulation games (BSGs) in higher education have attracted attention. BSGs tend to actively engage students with course material, promoting higher engagement and motivation and enabling learning outcomes. Increasingly, researchers are trying to explore the full potential of these games with an upsurge of research in the BSG field in recent years. There is a need to understand the current state of research and future research opportunities; however, there is a lack of recent systematic literature reviews in BSG literature. This study addresses this gap by systematically compiling online empirical research from January 2015 to April 2022. We followed PRISMA guidelines to identify fifty-seven (57) papers reporting empirical evidence of the effectiveness of BSGs in teaching and learning. Findings showed that BSGs improve learning outcomes such as knowledge acquisition, cognitive and interactive skills, and behaviour. The review also summarises different issues concerning the integration of BSGs into the curriculum, learning theories used in the selected studies, and assessment methods used to evaluate student achievement in learning outcomes. The findings of this review summarise the current research activities and indicate existing deficiencies and potential research directions that can be used as the basis for future research into the use of BSGs in higher education.