Gamified Learning Environment Research Articles

A System Design Approach of Gamification for disseminating Intangible Oral Expressions of Indigenous Textile Heritage

In recent years, there has been a rising interest in using gamification to promote local intangible cultural heritage. Gamification can make cultural heritage more accessible and relatable by transforming traditional practices into interactive digital experiences. Traditional hand-woven fabrics of tribal communities of Northeast India represent their cultural expression and identity. However, industrialization and globalization have negatively affected the inheritance of the traditional weaving practice. Their traditional fabrics also carry a rich legacy of oral narratives, which are underappreciated and at risk of being lost due to lack of adequate documentation. This paper proposes a gamified system model to disseminate the oral cultural expressions associated with tribal fabrics and their textile heritage. It also integrates instructional design approach for creating a gamified learning environment for fostering cultural awareness and education among young generation of the tribal communities. This model may also offer a new approach for digitally archiving indigenous intangible cultural heritage.

The Impact of Gamification Depth on Higher Educational Students’ Intrinsic Motivation and Performance Levels

Most studies on gamified learning have neglected gamification depth, which has motivated the current study to identify the impact of gamified depth on students’ intrinsic motivation and performance levels. A quasi-experimental approach was employed, which involved a total of 117 undergraduate students divided into control ( n = 57) and experimental ( n = 60) groups. The students were exposed to two gamified platforms, namely Kahoot! for shallow gamification and Classcraft for deep gamification, over four weeks. The Intrinsic Motivation Inventory (IMI) served to measure changes that occurred in students’ intrinsic motivation levels and the achievement test in the final lesson. Paired t-tests, an independent t-test and regression analysis were conducted to test the study hypothesis. Deep gamification significantly increased learners’ intrinsic motivation level (+0.1845), while shallow gamification decreased it (−0.6439). Contrarily, students in the shallow gamified learning environment achieved a higher performance with a mean value of 73.42 compared to the counterparts in a deep gamified environment (50.83). Students’ language mastery, interest, attitude and familiarity with technology were postulated to impact the study outcomes. Distinct subjects, age groups and a suitable experiment period are recommended for future studies to develop a proper gamified depth framework in the educational sector.

The Use of Gamification for Learning SCRUM: Findings from a Case Study with Information Systems Students

Gamification has emerged in higher education as an innovative approach that engages and stimulates student participation and active learning, through the integration of game elements in the learning experience. This study presents a case study in the field of Information Systems, based on the use of gamification, through the use of Lego bricks, to learn SCRUM. The participants in the study include 12 first-year students, enrolled in the curricular unit of Information Systems, in the academic year of 2022/2023, at a Portuguese Higher Education Institution. The objective of the study is to analyze student’s understanding of the SCRUM approach, in regard to: (1) how students understand the different roles of SCRUM and the objective of each ceremony; and (2) how students understand the structure of the SCRUM framework. Findings from the study show that students who engaged in the gamified learning environment demonstrated higher comprehension of SCRUM roles, scoring significantly better on assessments compared to their non-participating peers. In general, students felt that the gamification experience achieved its objectives. Future work aims to bring the game closer to the reality of the software development process, making it more aligned with the lego4scrum methodology approach.

Feedforward Enhanced Control System to Pursue Mathematical Competencies Achievement in Engineering Education

The learning process can be conceptualized as a dynamic system constantly evolving and adapting in response to a variety of stimuli and inputs. This paper presents a novel approach to competency-based assessment that integrates a dynamic assignment design of personalized activities with the aid of a 3D matrix array structure. This structure, named Topic, Activity, and Competency (TAC) cuboid, provides a detailed view of the student’s progress, enabling the design of tailored curricular strategies to facilitate the development of competencies. Personalized activities serve as control inputs that adapt to each learner’s state, driving a feedforward that promotes proactive improvement. An automation process becomes necessary to cope with the increased data volume from the TAC cuboid and the information complexity. The concept model registers TAC cuboid information, enabling a dynamic analysis to forward an adequate workload when required to facilitate students’ achievement of their expected mathematical competencies. Additionally, the paper discusses the initial application of these models in an educational role-playing game, demonstrating their effectiveness in a gamified learning environment.

The impact of scenario-based online gamified learning environment tailored to player types on student motivation, engagement, and environment ınteraction

This study evaluates the impact of player-type-adapted scenario-based gamified online learning environments on students’ motivation, engagement, and interactions. In this context, a quasi-experimental design with a pretest-post-test paired control group was adopted from quantitative research methods. Within the scope of the research, elective scenarios (learning environment) adapted to Bartle’s player typologies were developed and applied for six weeks. Findings reveal no significant variance in the experimental group’s motivation and engagement, suggesting the design’s efficacy. The stable motivation levels, despite the six-week duration, and minimal dropout rates underscore this implication. Particularly, socializer type students exhibited increased interactions, driven by cooperation and peer pressure, indicating the nuanced effectiveness of player-type tailored learning environments in fostering engagement and participation.

Exploring the long-term effects: Retention and transfer of skills in gamified learning environment

This study looks at how gamifying the classroom might help students retain and apply what they have learned in the Jordan educational system. During the year-long research, 500 participants from a wide range of educational attainment levels served as participants. Immediately after participation in gamified courses, participants retain a significant proportion of their newly acquired skills over a long period of time, demonstrating a notable improvement in retention. Important factors that affect how well one remembers newly acquired abilities include intrinsic motivation and interest. What's more, studies have shown that there's a strong link between keeping knowledge and being able to use it elsewhere, which highlights the need of maintaining competence for maximum efficiency in applying knowledge in the real world. Important implications for the Jordan educational system may be drawn from the findings since they are consistent with the goals of Vision 2030. The goal of this nationwide effort is to train workers who can sustainably advance the nation's economy and culture.

Enhancing Student Motivation and Engagement through a Gamified Learning Environment

Gamification is a viable strategy used to enhance motivation and engagement in programming classes among students. However, automated evaluation capabilities, which are crucial for giving students fast and correct feedback, are frequently lacking in currently available gamification technologies. This study proposes a novel web-based application that combines automated programming assessment features with gamification concepts; the aim is to provide students taking a programming course with an engaging learning environment. A survey conducted with 215 undergraduate students assessed how the tool affected the motivation and engagement of students. The findings show that the tool had a beneficial impact on students’ willingness to participate in class, study, increase their self-confidence, engage in healthy competition with peers, and learn from their mistakes. The qualitative feedback that students offered regarding the features of the tool that they liked best is also covered in the study. This paper contributes to the field of programming education by presenting a detailed gamified tool, incorporating automated evaluation and gamification in a web-based platform.

The effect of basic psychological needs on the flow experience in a digital gamified learning setting.

Digitalization and gamification offer numerous motivation-enhancing opportunities to design biology lessons. For example, digital, gamified learning settings can enhance lessons by offering intense experiences. Such lessons might offer the opportunity to witness flow during the learning activity. For learners, flow can be positively influenced by perceived autonomy, competence, and relatedness. However, previous research on biology lessons has not focused on the impacts of the basic need satisfaction on the flow experience in digital learning settings. To address this research gap, using the topic of the locomotion systems of animals, we investigated students' perceived autonomy, competence, and relatedness as possible predictors of their flow experience while processing a digital, gamified learning environment. The teaching unit was thematically focused on the locomotion system of animals. Our sample consisted of 161 students (46.6% female) from sixth to eighth grade. Students' perceived satisfaction of their basic needs and their flow experience were evaluated. Results confirmed perceived autonomy and perceived competence as predictors of students' flow experience. However, perceived relatedness had no impact on the flow experience. Our findings are in line with the current state of research and prove to be mostly consistent with previous results.

Improving college student engagement and motivation in a gamified learning environment: the pilot study in China

Improving college student engagement and motivation in a gamified learning environment: the pilot study in China

The Impact of Gamification on Student Motivation and Engagement: An Empirical Study

Objectives: This study aims to investigate the impact of an online gamified learning environment on university students' motivation and engagement in learning a computer essentials course. Methods: A quasi-experimental design was used on the participants of Saudi university students. Results: The results showed statistically significant differences between the mean scores of the students in the experimental and control groups regarding their motivation and engagement towards learning, with the experimental group exhibiting higher scores. Conclusions: The study concluded the effectiveness of using gamification in developing motivation and engagement towards learning in the field of computer sciences. The study recommends encouraging teachers to take advantage of e-platforms and applications that support gamification in teaching computer courses. It is also recommended that, when implementing a gamification strategy in education, the program should be designed in accordance with theories and principles of gamification design in education, as these have an impact on developing motivation and engagement towards learning.

Prediction of students' learning outcomes by various variables in gamified online accounting courses.

The study aims to examine student emotions and behavior in a Gamified Learning Environment (GLE) in detail. In the study, in order to reveal the behavior (dynamics) and feelings (emotions) that emerge within the framework of the mechanics applied in the GLE process, it is within the scope of the main objectives of the study to determine how perceived learning, academic achievement and GLE scores, which we accept as learning outcomes of the process, are predicted by various variables. For this aim, a scale was applied. In the study, non-experimental correlational and comparative designs were used together. The participant group of the study consisted of forty students enrolled in the Accounting 2 course at the Faculty of Economics and Administrative Sciences. The Kahoot system was used as a tool for the GLE. According to the results of the study, the 'expected outcome' and 'engagement' variables predict 'perceived learning'. It was also revealed that the 'expected outcome' variable predicts academic achievement. A low-level correlation was found between the students' participation level and their scores in the GLE. A moderate correlation was found between their participation level and the GLE scores before the midterm. Contrary to this, no corelation was found between these variables after the midterm. It was found that students with a high perception of engagement could solve quiz questions faster in a GLE. Among the contributions of the GLE, it was mainly stated that the application was practical, fun, and reinforcing. Among the limitations of the GLE, it was stated that there was an inability to see the questions, as well as a limited answer time.

Role-play experience’s effect on students’ 21st century skills propensity

This study examines the effects of a role-play-based pedagogical method in Finland on the twenty-first century skills propensity among 6th graders (12-year-olds). The approach entails a simulation of a society in a gamified learning environment as part of their formal education. Structural Equation Modeling was employed to analyze the students’ (N = 253) self-reported effects of role-play experience on pre-and post-scores of twenty-first century skills propensity. The results show a statistically significant positive relation between holistic role-play experience and twenty-first century skills propensity, however, closer exploration reveals only few key associations, which perhaps illustrates the complex nature of both role-playing and the framework of twenty-first century learning. However, the broader positive view demonstrates the potential of one meaningful playful day for the skill and attitude development of young students as part of a formal curriculum.

Using Gamification to Motivate Students with Simple-Moderate Intellectual Disabilities

<p style="text-align: justify;">By the spread of COVID-19, the entire world shifted suddenly to e-learning including schools. This study aims to find ways to enjoy teaching. Gamification in education refers to the introduction of game elements in non-game environment. A case study was adopted for this study as a qualitative approach to investigate the possibility of improving motivation. The study was conducted in the first and second semester of the 2020/2021. The sample consists of (6) participants of pre-services teachers studying in special education course for 15 weeks. Data were collected through semi-structured interviews. The result of the interview showed that there is a clear desire among the students to succeed during learning using game elements. Their desire is very clear and higher. Most of them became active during their learning. They enjoyed learning in gamified learning environment. The researchers recommended that the Ministry of Education should train teachers to employ game elements to motivate their students.</p>

Comparing science success of primary school students in the gamified learning environment via Kahoot and Quizizz

Comparing science success of primary school students in the gamified learning environment via Kahoot and Quizizz

Gamifying Machine Teaching: Human-in-the-Loop Approach for Diphthong and Hiatus Identification in Spanish Language

Human-in-the-Loop Machine Learning (HITL-ML) is a set of techniques that attempt to actively involve experts into the learning loop of machine learning (ML) models. One of these techniques is Machine Teaching (MT) which tries to apply techniques that come from the world of didactics within machine learning (ML), such as sorting the dataset according to its difficulty and presenting the cases to the model in incremental levels of complexity. In this work we propose a new twist to MT: since its foundation is to bring didactic techniques to ML, why not use this technique as a didactic method itself? In this case we propose the creation of an ML model for the identification of diphthongs and hiatuses in the Spanish language. The first step is to develop a deep learning model to identify diphthongs and hiatuses using Curriculum Learning (CL) and a sorted dataset that identifies simple and complex cases. The accuracy of this model identifies the upper limit of efficiency that we can obtain by training the model. The next step is to reset the weights of the model but retain its architecture and offer the model to the students for its training. The idea is that students use MT techniques to make the model learn again, but the ultimate goal is that students learn by teaching in an informal and gamified learning environment. The results show how a HITL strategy can make a model learn iteratively to identify diphthongs and hiatuses and a workflow is proposed to include this technique in the classroom.

An evaluation of online Edcraft gamified learning (EGL) to understand motivation and intention of recycling among youth

Recycling is a process carried out by various organizations and individuals to enhance the environment’s long-term sustainability. Some youth think that recycling is a monotonous action as it may seem inconvenient, less aware of the environmental issues and more time-consuming than they think and rather go for video games. Therefore, this study investigates the relationship between motivation and recycling intention in gamified learning among youth. To address the research aim, this study uses gamification as a motivational driver for a game-like learning experience to improve recycling intentions among youth. Self-determination theory (SDT) and the theory of Planned Behavior (TPB) will be this study's main motivational and behavioral theories. (n = 124) high schools and college students were invited to take part in an online gamified recycling activity, Edcraft Gamified Learning (EGL), consisting of two levels of gamified unused plastic-crafting recycling activities. After the activity, the participants will answer a post-event questionnaire and the data collected were analyzed. The result shows that controlled motivation (CM) and autonomous motivation (AM) positively influenced youth attitudes and social norms. Besides, attitude is the only psychosocial determinant that positively influences the recycling intention of the youth. Gamification only moderates positively between attitude and recycling intention. This study has clearly shown the effectiveness of gamified learning activity towards recycling intention directly and as a component that moderates the relationship between attitude and recycling intention, which shows a favorable evaluation towards recycling intention with gamified learning involved. Moreover, the findings showed that not all relationships are positive in a gamified learning environment, and it gives a good view on the weakness and strengths with the guideline of SDT and TPB.

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.