Gamified Learning Environment Research Articles

Effects of a gamified learning environment on students’ achievement, motivations, and satisfaction

This paper aims to investigate the effects of a gamified e-learning environment on computer science learning for middle school students. An e-learning gamification environment was developed and implemented in 8th grade to examine its effects on improving learners' achievement, motivation, and satisfaction to learn computer science online. The study was conducted during the COVID-19 pandemic, where physical distancing was required, which made the conditions very suitable for achieving the goal of this study because teaching was conducted online through an e-learning platform. The effects of the online learning gamification environment were analyzed and interpreted. The pre-test–post-test control group design of the quasi-experiment was used. One hundred thirty-three students in 8th grade were involved in the study. Results indicated that the e-learning gamification environment increased students’ motivation to learn computer science (α < 0.05) and their satisfaction with the online course (α < 0.05) but had no significant effect on their achievement. The study included several recommendations and suggestions for further studies.

To Use or Not to Use: Impact of Personality on the Intention of Using Gamified Learning Environments

Technology acceptance is essential for technology success. However, individual users are known to differ in their tendency to adopt and interact with new technologies. Among the individual differences, personality has been shown to be a predictor of users’ beliefs about technology acceptance. Gamification, on the other hand, has been shown to be a good solution to improve students’ motivation and engagement while learning. Despite the growing interest in gamification, less research attention has been paid to the effect of personality, specifically based on the Five Factor model (FFM), on gamification acceptance in learning environments. Therefore, this study develops a model to elucidate how personality traits affect students’ acceptance of gamified learning environments and their continuance intention to use these environments. In particular, the Technology Acceptance Model (TAM) was used to examine the factors affecting students’ intentions to use a gamified learning environment. To test the research hypotheses, eighty-three students participated in this study, where structural equation modeling via Partial Least Squares (PLS) was performed. The obtained results showed that the research model, based on TAM and FFM, provides a comprehensive understanding of the behaviors related to the acceptance and intention to use gamified learning environments, as follows: (1) usefulness is the most influential factor toward intention to use the gamified learning environment; (2) unexpectedly, perceived ease of use has no significant effect on perceived usefulness and behavioral attitudes toward the gamified learning environment; (3) extraversion affects students’ perceived ease of use of the gamified learning environment; (4) neuroticism affects students’ perceived usefulness of the gamified learning environment; and, (5) Openness affects students’ behavioral attitudes toward using the gamified learning environment. This study can contribute to the Human–Computer Interaction field by providing researchers and practitioners with insights into how to motivate different students’ personality characteristics to continue using gamified learning environments for each personality trait.

The Relationship between Individual Characteristics and Player Type in Gamified Learning Environment Design

The Relationship between Individual Characteristics and Player Type in Gamified Learning Environment Design

Can Gamification Influence the Academic Performance of Students?

Gamification along with a whole range of other active methodologies are being incorporated into university classrooms due to their potential benefits for student learning. The aim of this paper was to analyse how a multimodal learning environment based on gamification could affect the final grades of university students in a subject taught at the Faculty of Education in a spanish university. The research was made up of 133 Spanish university students (Mage = 19.60; SDage = 0.43 years old). A quasi-experimental post-test design with a control group was used. The control group and the intervention group consisted of 66 and 67 students respectively. A multimodal gamified learning environment was set up for the intervention group, in contrast to traditional teaching methods which were reserved for the control group. Each one was implemented throughout an academic year. The results revealed statistically significant differences in the final average grade (p &lt; 0.001), with students from the intervention group obtaining higher overall scores. The same occurred in the voluntary learning tasks, with students from the intervention group earning more Health Points (p = 0.006), more Experience Points (p = 0.005), a higher Total Score (p = 0.002) and a higher Level Achieved (p = 0.002). These findings point to the fact that a multimodal gamified learning environment can influence the academic performance of students. However, more scientific research has to be carried out in order to support these findings.

Gamified learning environment (GLE): A Case study to compare between traditional learning and Gamified learning environment.

The purpose of this research is to assess the difference between the Gamified learning environment and the traditional learning environment. The comparison shows the interests of students in ways of learning, improvement in different fields and learning environments. In this research a questionnaire-based survey was conducted among 400 students from the College of Science and Technology and came with 364 responses, after which compilations and analyzes were performed. This survey also deals with the related revised works, the methodology used, the results and the discussion of the interpreted result.

Analyzing the relationships between learners’ motivation and observable engaged behaviors in a gamified learning environment

Over the last ten years, gamification has been widely integrated in digital learning environments as a way to increase learners’ motivation. However, little is known about engaged behaviors adopted by learners when using gamified learning environments. In this paper, we analyze learners’ interactions with a gamified learning environment to study learners’ engagement in this particular context and to identify the factors that influence engaged behaviors. We also analyze the complex relationships that exist between learners’ engagement and motivation. We conducted a large-scale field study in ecological conditions, involving 257 students (13-14 years’ old) in 12 classes, from 4 different middle schools. We identified a model of engagement that distinguishes two types of engaged behaviors: an achievement-oriented engagement for initially intrinsically motivated learners or high achiever learners, and a perfection-oriented engagement for low achiever learners. We show that each type of engaged behavior has a specific impact on the variation in learners’ motivation during the learning activity. This model contributes to a better understanding of how gamification can affect learners’ engaged behaviors and motivation during the learning activity according to their initial motivation and player profile. These findings open up new perspectives in terms of motivational affordances, as well as the design and dynamic adaptation of gamification based on learners’ interaction traces with the learning environment.

Student’s profile modeling in an adaptive gamified learning environment

Student’s profile modeling in an adaptive gamified learning environment

Playing out diplomacy: gamified realization of future skills and discipline-specific theory

Future horizons, shaped by unpredictable ecosystems and exponential automation, require discipline-specific as well as transdisciplinary skills to navigate. In the context of political science education, negotiation simulations, for example in the form of board games, can aid in developing both. As a plausibility probe for wider investigations, we set out to research whether an International Relations course concept utilizing the classical board game Diplomacy with pedagogically altered rules and gaming conditions enhances students’ (n = 23) understanding of discipline-specific knowledge and future skills. We utilized a conceptual pre-post measure as well as free-form learning diaries to investigate development in participants’ conceptual understanding and future skills along the course. The results tentatively suggest quantifiable and qualitatively observable changes in the discipline-specific conceptual, as well as more broad-based competence level. The gamified learning environment provided students with an activating and engaging learning environment that better acquainted them not only with discipline-specific theory, but more importantly, also with skills regarded important for their future.

A Fundamental Study for Gamification Design: Exploring Learning Tendencies’ Effects

In this paper, we present the fundamental concepts, design, and preliminary findings of a personalized gamification project in the educational context. The project aims to create a balanced, gamified learning environment in which all learners are equally engaged and interested. However, finding the balance between heterogenic learners’ traits and the variety of gamification design elements is a challenging, multistep process. Therefore, this paper presents the first steps towards the design of a balanced gamified environment, in which we a) proposed the Personalized Gamification Design Model (PeGaM) to assist gamification designers in applying a learner-center approach to gamification; b) explored learners’ learning tendencies as personalization criteria and applied PeGaM in the e-learning course, and c) conducted the exploratory study with 124 students to investigate behavioral differences in and between students in the control and treatment group. The study revealed a positive influence of badges, leaderboards, and experience points on learners with reflective, global, visual, and intuitive learning tendencies, and negative on students with sensing learning tendencies. Hence, this study supported the idea of introducing learning tendencies in the gamification design process and indicates the need for further research in this direction.

Empirical Study on Students Behavior with Down Syndromeina Gamified Learning Environment

Empirical Study on Students Behavior with Down Syndromeina Gamified Learning Environment

Creating G-Class: A gamified learning environment for freshman students

In this era of digital media, teachers are competing against technological advancements in gaining students’ engagement and attention. Incorporating game elements in the learning environment known as gamification is a new field of study that re-engages students in learning. This study was done primarily to create a gamified learning environment that will serve as another teaching strategy to engage students in learning. The learning environment was aligned with the principles of gamification and was called Gamified-Class or simply G-Class. Using data gathered from 27 freshman college students, G-Class was developed following the Analysis–Design–Development–Implementation–Evaluation model of instructional design and using the Mechanics–Dynamics–Aesthetics framework of game design. The material was implemented in a General Physics class through a quasi-experimental research design. A G-Class mobile and desktop application together with a user guide was created. G-Class was evaluated both as instructional design material and as instructional task. As an instructional design, it was assessed in terms of content and learning objectives; design, interactivity, and usability; and assessment aligned with learning outcomes. As an instructional task, G-Class was assessed using the Intrinsic Motivation Inventory which consisted of four subscales in a 7-point Likert scale, namely, interest/enjoyment, perceived competence, choice, and pressure/tension. Overall, G-Class was given positive rating both as instructional material and as instructional task. With an overall rating of 5.60, students were found to be more engaged with their subject. Applying gamification in the learning environment pointed to its beneficial effects in enhancing students’ engagement in learning.

An AR-based Gamified English Course in Vocational College through Interest-driven Approach

In recent years, augmented reality (AR) technology's application has been explored in numerous disciplines. Many studies claimed that AR technology had significant advantages in enhancing learning interesting and boosting the understanding and collaborative learning etc. However, in China, most college students lack learning interest and adopt a passive method to learn English. In order to improve the learning situation, the researcher utilized the interest-driven creator (IDC) theory as the basis to design an AR-based gamified English course in vocational college. The study aimed to answer the following questions: (1) How does the AR-based gamified learning environment impact students' learning motivation in English course? (2) How does the AR-based gamified learning environment impact students' collaborative learning in English course？ This study was conducted in a vocational college of China and the in-depth interviews were adopted to collect data. The results of the investigation revealed that students' learning motivation was enhanced through the change of teacher' role and using AR technology's virtual content. Additionally, the AR-based gamified learning environment can effectively enhance collaborative learning through strengthening the willingness of discussion and providing more opportunities, and the relaxed learning atmosphere.

ADAPTION OF THE GAMIFICATION HEXAD PLAYER TYPES AND COGNITIVE AWARENESS IN AN ENGINEERING STUDENT

Purpose: Cognitive awareness involves problem-solving skills to perform appropriate actions. Information observes from the environment will help users to interpret information and select the best solution to perform actions. On the other hand, in learning, the gamified learning approach is one of the alternatives to enhance learners’ cognitive awareness, where it requires learners to analyze information that they perceive from the gamified learning environment, analyze information into a meaningful decision and reflects of user’s actions. The ultimate goal of this study is to identify criteria for cognitive awareness using hexad characteristics, which will be further in designing gamified learning interface design. Methodology: In this study, sets of questionnaires were adapted from user hexad player type that consists of seventy questions will be distributed to 400 respondents. In this phase quantitative data is obtained through the questionnaire form provided. Targeted respondents were among engineering students in the Universiti of Tun Hussien Onn Malaysia. In this study, the researcher may choose respondents using purposive sampling from engineering students by giving through a class representative. The researcher also distributes this questionnaire to faculty and library. This study used 5-point Likert scales, with the range from one, "very disagree" and the scale of five represents a "very agreeable" statement. Main findings: Findings showed a positive effect over players' characteristics in gamified learning used in cognitive awareness in hexad characteristic user comprises consumer, exploiter, self-seeker, socializer, philanthropist, free spirit, achiever and networker. Applications: From this study, it will have a positive effect on student cognitive awareness as well as improving student achievement in using new methods. In conclusion, gamified learning approach help to enhance the students’ understanding of learning and eventually will help the students to make a better decision in their learning process. Furthermore, knowing the characteristics of users in gamified learning will help the interface designer to design and interface or requirements that meet the needs of learners. Novelty/Originality of this study: It is hoped that this study will contribute learners and their learning process through a gamified learning approach and at the same time to enhance their cognitive awareness while dealing with problems or issues that may arise around them.

The Adoption of Students' Hedonic Motivation System Model to Gamified Learning Environment

The acceptance of gamified learning environment is rapidly becoming inevitable in educational learning environment. This gives a widespread popularity by deploying Gamification in to present day curriculum as part of a new educational technology tool. This study addresses perception and usage of gamified learning environment from hedonic motivation perspective through incorporating the Hedonic-Motivation System Adoption Model to Gamified Learning Environment. In this study, a model was developed and tested using a Structure Equation Modelling technique. The results show that perceived usefulness, perceived ease of use, enjoyment and control all have a significant positive relationship with behavioural intention of use and focused immersion which indicates that the acceptance of Gamified Learning Environment could serve as a new educational tool to expedite the improvement of pedagogical and instructional technology. Also, increases students’ motivation and engagement in learning. On the contrary, we also found a negative relationship exists between enjoyment and focused Immersion. Possible research on the effect of enjoyment on focused immersion in gamification could be another area of concentration. In this study, aside from the introduction, the literature explains the adoption of the gamified learning environment and the hedonic motivation model at the end, the analysis and interpretation of our methodology were discussed.

Analyzing the Students Behavior with Down Syndrome in a Gamified Learning Environment

The main purpose of this study was to analyze the behavior of students with Down syndrome in a gamified learning environment of SPED school in Baguio City, Philippines. Education focused in the area which uses unique instructional methods, materials, learning aids, and toolkit to meet the educational needs of students with learning incapacities. This study investigated the extent to which a sample of special education teachers addressed various topical issues with students who have learning disabilities and behavior disorders. In collecting data, a survey instrument was employed to gather information pertaining to topical issues that involve sensitive subjects typically not addressed in the traditional academic curriculum in school. The authors also utilized literary studies, and observation, draws together the findings from a series of interviews, and applies these in an educational context. The data were analyzed with psychological, educational, and socio-cultural approaches, with qualitative descriptive analysis. Down syndrome (DS) is the most common genetic cause of intellectual disability worldwide, with language being one of the most affected area. The authors hypothesized factors that contribute to engagement with a learning activity and strategies and provide an example of the use of these factors in practice, and other hypotheses were supported by data. Based on the rating, the authors motivated to enhance the functionality of the Gamified Learning Environment (GLE) in the future. The target user strongly agrees with the ratio of 4.6 which means that the GLE has the functionality needed in their school course and has a greater impact to their academic performance.

A Badge Design Framework for a Gamified Learning Environment: Cases Analysis and Literature Review for Badge Design.

BackgroundIn the past, the educational badge was an extrinsic means of rewarding the motivation to learn. Based on continued research, however, the badge began to be recognized as a scale to measure the learner’s knowledge and skill and an important means of helping learners to gradually build intrinsic motivation by using certain extrinsic motivators. As the badge’s value has grown, the importance of its design has garnered attention.ObjectiveThe objective of this research was to establish a badge design framework that can be used in a gamified learning environment.MethodsData were collected from previous studies on badge design, 943 badge cases were extracted from 11 online and offline gamification in education contents, and their patterns and features were analyzed.ResultsBased on the analysis of results from previous studies and 943 collected badge cases, our study suggests three conditions for badge design. Through the literature review and collected badge cases, our study designed a badge design framework. First, it is necessary to distinguish whether the type of learning activity required for earning badges is physical or conceptual. Second, it is necessary to distinguish whether the scale of an activity required for earning badges requires individual learning or interaction-induced learning. Third, it is important to review whether the time and effort invested in earning badges is simple, repetitive, and short-term or continuous and long-term. Based on these three conditions, collected badge cases were analyzed. To verify self-developed badge types, we conducted a chi-square test on the collected cases and confirmed that there was a significant difference for each of the eight badge types (Pearson chi-square 1117.7, P<.001).ConclusionsThrough its literature review on previous studies, this study demonstrated the badge’s educational effectiveness. The badge design framework suggested in our study is expected to resolve some of the difficulties experienced during the badge design process in a gamified learning environment, encourage efficient badge design, and maximize learning effect.

The examination of the gamification process in undergraduate education: a scale development study

ABSTRACTFor this study, a scale was developed to measure the factors that may affect the gamification process in undergraduate education. The sequential exploratory mixed method was used to recruit the required data. Through the use of convenient sampling, 91 pre-service teachers participated in this study. Kahoot!, one of the online game platforms, was applied by the researchers to create a gamified learning environment, and a 10-week course plan was implemented. To collect the qualitative data, unstructured observations were undertaken each week. All the qualitative data were analysed via the content analysis method. Then, a scale initially including 26 items was developed based on the observation results and related literature. The quantitative data were gathered using this scale and exploratory factor analysis (EFA) was applied to examine the factor structure of the scale. The observation results were categorised under the following six themes: learning effect, expected outcome, competition, entertainment, engagement and intention. After required EFAs were implemented, three items were removed; thus, the final scale consisted of 23 items, and six factors that affect the gamification process in undergraduate education were revealed. The results concluded that the developed scale to measure the factors affecting the gamification process was remarkably valid and reliable.

GAMIFICATION OF AN UNDERGRADUATE PSYCHOLOGY STATISTICS LAB: BENEFITS TO PERCEIVED COMPETENCE

Teaching undergraduate psychology statistics poses challenges to instructors and students due to the perceived complexity of the material and lack of student motivation. With the goal of boosting student competency and engagement in statistics, our study introduced a gamified learning environment into the laboratory portion of the undergraduate psychology statistics course in which the gamified learning group was compared to the traditional group. Changes in intrinsic motivation, perceived competence, and objective pre- and post-test course content were assessed. Objective posttest scores were positively associated with perceived competence in statistics for the gamified learning group. Perceived competence is a strong predictor of achievement and foundational prerequisite of intrinsic motivation, suggesting that in contrast with the traditional group, students in the gamified group were further on the path towards developing intrinsic motivation and improved scholastic achievement. First published November 2018 at Statistics Education Research Journal Archives

The Effects of Students' Learning Anxiety and Motivation on the Learning Achievement in the Activity Theory Based Gamified Learning Environment

Background:The advancement of mobile game-based learning has encouraged many related studies, which, through the use of mobile 3-dimensional virtual reality, has enabled students to learn more and faster.To enhance the clinical path of cardiac catheterization learning, this paper has developed a mobile 3D Cardiac Catheterization Game-Based Learning System for cardiac catheterization.Material and methods:We designed an activity theory as a 3D mobile medical game-based learning system and evaluated the learning effectiveness, based on ARCS (Attention, Relevance, Confidence and Satisfaction) theory. Totally 102 students with the relevant medical background, divided into three groups (n = 34).This study implemented a quasi-experimental design at a medical college in south Taiwan, in the experimental stage, this study collects the questionnaire and test scores for learning achievement, learning motivation, medical anxiety and demographic variables in order to analyze group differences.Results:The learning achievements of this study show that the experimental group achieved higher scores than both control groups. The statistical analysis of the learning motivation and learning achievement shows ARCS-R (Relevance) as the most important factor, followed by of ARCS-C (Confidence).Conclusions:The results show that the learning content was relevant to the learner’s level, and that it brought more confidence and increased the effectiveness of learning.

Effects of a gamified learning environment on learning experiences: A case study on a general English course using relative evaluation policy

This study investigated the effects of a gamified evaluation policy replacing the “Participation” grading component, which subjectively measured students` preparation, cooperation, and volunteering of answers. Rooted in the principle of Game-based learning, gamification proves its synergic effects of cooperation and competition in global marketing. Educators also document its potential to improve learning outcomes although its technical aspects outweigh its principles. Utilizing online discussion boards and learning status statistics built in an LMS of a general English course, the study adapted gamification to a relative gradingpolicy. Gamified learning environments were designed to assist students in writing an essay and running adiscussion thread, with guaranteed bonus points up to 15% of the final grade. Quantitative analysis revealed satisfaction with the course and grading policy was higher in the intervention; in the control group including“Participation” and in the intervention group, similarities were observed in formal evaluation components including “Exams.” Qualitative analysis on the posts showed gamification improved participants` communicative skills and ability to facilitate online discussions, improvements that were absent in the control group. Well-grounded gamification manifests effective in engaging students with an enjoyable gaming experience. The study discusses extending gamification to education, enhancing the learning progress through constructive competition.