Gamified Learning Environments Research Articles

The Effect of Utilizing Gamification in Enhancing English Language Skills in University Settings

This article aims to explore the effect of applying gamification in English language skills as a pedagogical approach to enhance students’ academic performance in university settings. The researchers employed a mixed-method approach to examine the impact of gamification on English language skills. Gamification involves integrating game elements and mechanics into non-game contexts, such as educational activities. The article examined the effect of gamification and its implementation in teaching English language skills in university settings. The study finds out that gamification offers a promising avenue for promoting engagement, motivation, and proficiency in teaching English language skills. However, further research is needed to investigate gamified learning environments' long-term effects and optimal design principles.

Impact of Gamification on Knowledge Acquisition

Purpose: The general objective of the study was to examine the impact of gamification on knowledge acquisition.
 Methodology: The study adopted a desktop research methodology. Desk research refers to secondary data or that which can be collected without fieldwork. Desk research is basically involved in collecting data from existing resources hence it is often considered a low cost technique as compared to field research, as the main cost is involved in executive’s time, telephone charges and directories. Thus, the study relied on already published studies, reports and statistics. This secondary data was easily accessed through the online journals and library.
 Findings: The findings reveal that there exists a contextual and methodological gap relating to gamification on knowledge acquisition. Preliminary empirical review revealed that integrating gamification elements into educational platforms and training programs consistently led to improvements in knowledge acquisition across various contexts. Gamified learning environments effectively motivated learners, fostered engagement, and facilitated collaborative learning experiences. Findings emphasized the importance of aligning gamification strategies with instructional goals, considering learner preferences, and iterating design based on feedback. While the study highlighted the potential of gamification to enhance learning outcomes, further research is needed to explore optimal strategies and long-term effects. Overall, gamification emerged as a promising approach for promoting effective learning and skill development.
 Unique Contribution to Theory, Practice and Policy: The Self Determination theory, Cognitive Load theory and Constructivism theory may be used to anchor future studies on gamification of knowledge acquisition. The study provided several recommendations based on its findings. Firstly, it suggested integrating gamification elements into educational programs to enhance engagement and learning outcomes. Secondly, it recommended leveraging gamification for promoting active learning and problem-solving skills among learners. Thirdly, it advised organizations to invest in gamified training programs to improve knowledge acquisition and job performance among employees. Lastly, the study emphasized the importance of ongoing research to better understand the effectiveness of gamification in education and training contexts.

UNVEILING STUDENT PERSPECTIVES: EXPLORING THE IMPACT OF GAMIFICATION IN ENGLISH LANGUAGE TEACHING

This study examines the impact of gamification on English language teaching, focusing on student engagement, motivation, and overall learning experiences. To address a research gap in understanding the specific effects of gamified learning environments in this context, this qualitative research adopts a case study design, employing semi-structured interviews with ten students attending Islamic Senior High Schools. Thematic analysis reveals three main themes: Positive Impact on Engagement and Attitude, Motivation Through Competition, and Effective and Enjoyable Learning Activities. Participants have observed increased class attendance, a boost in their enthusiasm, and positive attitudes toward learning English, attributing these changes to gamification. The findings indicate that gamification not only positively has a beneficial impact on both student engagement and motivation but also enhances the overall learning environment. Implications for educators and policymakers involve the potential integration of gamified strategies to create dynamic, attractive language learning environments. The study provides new insights into the existing body of knowledge on the use of gamification in education, emphasizing the need for future investigation into its long-term effects on language competency and cultural contexts.

A Journey to Identify Users' Classification Strategies to Customize Game-Based and Gamified Learning Environments

A Journey to Identify Users' Classification Strategies to Customize Game-Based and Gamified Learning Environments

The impact of storytelling and narrative variables on skill acquisition in gamified learning

This research attempts to better understand how students in Saudi Arabia benefit from narrative and story aspects in gamified learning environments. Data from a sample of 500 persons with varying levels of education are analyzed using quantitative methods such as descriptive statistics, correlation analysis, and multiple regression analysis. The findings point to strong positive correlations between the use of gamification in education, the influence of storytelling, narrative variables, and the acquisition of new skills. There has been a significant shift toward the use of narrative variables as measures of mastery in gamified classrooms. This study's results show that using gamified learning with story elements may increase students' interest, motivation, and knowledge retention. Efforts are now being made by Saudi Arabia to update its educational system and provide its youth with the tools they'll need to succeed in the country's emerging knowledge-based economy. The use of game-based learning and narrative-rich experiences has promising results in this setting.

"Exploring The Impact Of Gamification On Students’ Motivation, And Learning Outcomes In Secondary Education"

This research paper delves into the realm of secondary education and investigates the influence of gamification on students' motivation and learning outcomes. The increasing integration of technology and digital platforms into educational settings has sparked a surge in interest regarding gamification as a novel approach to engage and motivate students. The paper seeks to address this evolving landscape and the potential implications for educators, students, and the broader field of education. Gamification, the practice of incorporating game elements and mechanics into non-game contexts, has become a prominent strategy to enhance students' educational experiences. In the context of secondary education, where adolescents face unique challenges and motivational factors, understanding the impact of gamification is of paramount importance. This study aims to provide insight into how gamification may influence students' motivation and, subsequently, their learning outcomes. Motivation is a multifaceted construct within education, and various theories such as Self- Determination Theory and Expectancy-Value Theory underscore its significance. The paper begins by reviewing these motivational theories, emphasizing the role of autonomy, competence, and relatedness in driving students' motivation to learn. It also highlights the relevance of intrinsic and extrinsic motivation, which is vital for a comprehensive understanding of how gamification can impact students. The core of this research lies in empirical findings gathered through a mixed-methods approach. A survey instrument was administered to secondary education students who experienced gamified learning environments. Qualitative data was also collected through interviews and classroom observations. This data allowed for a multifaceted analysis of students' perspectives on gamification, their motivation levels, and their resulting learning outcomes. The empirical findings reveal several key insights. First, gamification positively influences students' motivation, as it fosters a sense of autonomy and competence. Students reported greater engagement with course materials, enhanced focus on learning tasks, and increased willingness to persist in the face of challenges. Gamification elements such as points, leaderboards, and rewards effectively cater to intrinsic and extrinsic motivation, thereby increasing students' interest in the subject matter. Second, gamification, when appropriately designed and implemented, significantly impacts learning outcomes. Students exposed to gamified learning environments exhibited improved academic performance, greater retention of course content, and a deeper understanding of complex concepts. The competitive and collaborative nature of gamification promotes active participation and knowledge transfer. The discussion section interprets the findings in the context of existing literature, highlighting the practical implications of this research for educators and policymakers. Educators can harness gamification strategies to foster a motivating classroom atmosphere and, consequently, enhance students' learning experiences. However, it is crucial to recognize that gamification should be tailored to the specific needs and preferences of students, as a one-size-fits-all approach may not yield optimal results. In conclusion, this research underscores the transformative potential of gamification in secondary education. By stimulating motivation and bolstering learning outcomes, gamification emerges as a promising tool for educators seeking to engage students effectively. However, ongoing research and tailored approaches are essential to maximize its benefits and create meaningful, sustainable educational experiences in secondary education. This study contributes to the ongoing dialogue surrounding gamification and its capacity to shape the future of education.

Using gamification to support learning in K‐12 education: A systematic literature review

AbstractUsing gamification to support learning in K‐12 education has received much attention from scholars in recent years. However, there is still a lack of comprehensive understanding of how gamification should be used to effectively enhance the learning experiences of K‐12 students. The purpose of this review was to synthesize research findings on the use of gamification in K‐12 education and to propose an evidence‐informed framework. This framework will guide teachers and scholars in developing gamified learning environments that are effective in improving K‐12 students' learning. In this regard, 54 empirical studies (out of 907 peer‐reviewed articles), dating from 2008 through 2021, were reviewed using the Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) guideline. The findings were systematically categorized into four essential dimensions of learning environments inspired by Biggs' 3P teaching and learning model, ie, ‘individual factors’, ‘environmental factors’, ‘learning process’ and ‘learning outcome’. The review yielded rich findings concerning each dimension, providing K‐12 teachers and scholars with a comprehensive overview of research findings on using gamification for educational purposes. Meanwhile, the findings indicated the lack of empirical studies regarding constructively aligned gamified courses, in which the different dimensions of the adopted framework are implemented and evaluated coherently. The paper concludes by presenting several suggestions and directions for future research to address this shortcoming. Practitioner notesWhat is already known about this topic Gamification has demonstrated the potential to enhance learning outcomes in K‐12 education. There are instances where the findings suggest neutral or negative effects of gamification on students' learning outcomes. There is a lack of a comprehensive overview of empirical findings concerning the effectiveness of gamification in K‐12 education. What this paper adds The study highlights the potential of gamification in enhancing cognitive, affective and behavioural learning outcomes in K‐12 education, mainly by increasing motivation, engagement and competitiveness. The study provides a comprehensive overview of empirical studies on using gamification in K‐12 education. The study proposes an evidence‐informed framework that can serve as a blueprint for developing constructively aligned gamified learning environments for K‐12 education. Implications for practice and/or policy The study presents several up‐to‐date and empirically rooted calls for future research on using gamification in K‐12 education. The study makes evidence‐based recommendations for the effective integration of gamification in K‐12 education.

Artificial Intelligence: The Future of Education

Artificial Intelligence (AI) has the potential to transform the way we teach and learn. In recent years, there has been a growing interest in the application of AI in education, with a range of initiatives and products emerging in the market. This review article provides an overview of the literature on the use of AI in education, focusing on the following areas: personalized learning, intelligent tutoring systems, natural language processing, gamification, and ethics.The article begins by discussing personalized learning with AI, highlighting the potential benefits of using AI to tailor learning experiences to individual students' needs and preferences. The article then explores intelligent tutoring systems, which use AI to provide students with personalized feedback and support. The use of natural language processing in education is also discussed, including the potential for AI to facilitate language learning and communication skills. The article then examines gamification and AI, discussing how gamification can be used to increase student engagement and motivation, and how AI can enhance the effectiveness of gamified learning environments. The ethical considerations of using AI in education are also discussed, including issues around privacy, bias, and transparency. the article concludes by summarizing the current trends and future directions in the use of AI in education. The potential of AI to revolutionize education is significant, but there are also challenges to be addressed. The review article highlights the need for further research to fully understand the potential of AI in education and to ensure that its use is ethical and effective. Overall, the review article suggests that AI has enormous potential to transform the future of education and highlights some of the key areas where AI is likely to have the most impact.

Pre-service Teachers' Player Types and Their Relation to Self-efficacy With Digital Media

Gamification in educational contexts is often used to increase learners’ intrinsic motivation and their self-efficacy beliefs, two constructs which are positively related with each other as well as to scholastic outcomes. As self-efficacy beliefs are conceptualized context-specific, it is important to consider various users’ needs by adapting the learning environment to their corresponding gamification player types (GPT). Studies show that different GPT are characterized by different motivational aspects (intrinsically motivated, extrinsically motivated, disruptive GTP) Therefore, the aim of the present study is the examination of six different GPT according to the HEXAD typology (Tondello et al., 2016) for pre-service teachers regarding their distribution and their relation to self-efficacy with digital media. Altogether N = 75 pre-service teachers were assessed in terms of their GPT and their self-efficacy with digital media. It was hypothesized that the GPT distribution for pre-service teachers is comparable to the distribution reported by Tondello et al. (2016). Additionally, it was exploratively examined to what extent the different types of players differ in their self-efficacy with digital media. Results show that the GPT distribution in the current sample differs significantly from the expected distribution. Pre-service teachers seem to show specific GPT characteristics due to their profession. Concerning self-efficacy with digital media, pre-service teachers show a high subjective perception of their self-efficacy with digital media, but contrarious to the hypothesis no significant relation was found between GPT and self-efficacy with digital media. The results indicate that pre-service teachers feel confident to the use of digital media in class and that pre-service teachers form a group with a specific distribution of player types and therefore have specific needs in gamified learning environments. Due to the reported high amount of intrinsic player types, game design elements which promote intrinsic motivation should be in the focus of prospective analyses.

A Longitudinal Study on Students’ Foreign Language Anxiety and Cognitive Load in Gamified Classes of Higher Education

Using gamification as an instructional intervention to manage students’ learning emotions has become a trending topic. Meanwhile, the cognitive load resulting from gamified learning environments may impact learning emotions negatively. In order to clarify students’ foreign language anxiety and cognitive load in a gamified English as a foreign language class, this study designed a gamified flipped learning context in a Chinese university and conducted five surveys, three semi-structured interviews, and consecutive in-class observation in 15 sessions. This study has the following findings: First, neither the foreign language anxiety nor the cognitive load of the students changed significantly through the entire course; second, the game elements produced contradictory effects on the students’ multiple-sourced foreign language anxiety (communication apprehension, fear of negative evaluation, and lack of self-confidence); third, the introduction of games had transient effects on extraneous cognitive load, and the immersion in games indirectly influenced the intrinsic and germane cognitive load; in addition, foreign language anxiety and cognitive load correlated in a complicated and dynamic manner as a result of diverse gamification factors. These findings are expected to provide useful insights for researchers into the significance of utilizing gamification in emotion management while taking cognitive dimensions into account from both the collective and the individual perspectives.

Gamification in Physical Education: A Systematic Review

Background: In the last 10 years, gamification has entered the educational field incrementally. The subject of Physical Education has been one of the scenarios where multiple gamified learning environments were carried out. The objective of this work was to evaluate and analyze the scientific evidence of the pedagogical proposals and didactic experiences that have used gamification in the Physical Education classroom in Kindergarten, Elementary School and Middle, Junior and High School. Methods: A systematic review has been carried out following the recommendations set by the PRISMA Declaration. A total of five international databases were used: Web of Science (WoS), Scopus, Sport Discus, ERIC and Psycinfo. The descriptors “gamification”, “gamify” and “Physical Education” were used, limiting the search to December 2021. Several inclusion and exclusion criteria have been established, selecting only empirical research articles. Results: The search yielded a total of 177 eligible articles, and finally, 17 scientific articles that addressed the effects of gamification in Physical Education were selected. No gamified didactic experiences have been found in Early Childhood Education, but they have been found in Elementary School (7 experiences) and Middle, Junior and High School Education (10 experiences). Most of the studies have confirmed an improvement in motivation and commitment toward physical exercise in students; only one study has confirmed improvements in academic performance. The diversity of the applied protocols and the different evaluation instruments used by the researchers prevent a meta-analysis of the data. Some studies that have used a hybrid pedagogical model are recorded, combining gamification with other pedagogical models, and confirmed positive effects on different variables such as intrinsic motivation or autonomy in learning. Conclusion: The results of this review suggest the need to continue evaluating the effects of applying gamification, as an active methodology, in the Physical Education classroom.

Does gender stereotype threat affects the levels of aggressiveness, learning and flow in gamified learning environments?: An experimental study.

Studies in the literature reported several positive benefits provided by the use of technology in online education, especially in the gamified tutoring system. However, despite the benefits of intelligent tutoring systems, recent studies indicate the presence of a gender gap not considered in the construction of the attributes present in the gamified tutoring system. To investigate this impact by observing users’ behavioral changes in gamified online educational environments, the present study aims to investigate the effects of the stereotype threats using a quantitative experiment with a Factorial Design in three gamified environments (stereotypical male version, stereotypical female version and control environment). Was conducted an experiment with 150 individuals (high school and undergraduate students) without considering age, ethnicity, or social class. The results show that the participants allocated to the male learning environment present an increase in aggressiveness level. Furthermore, the results also show the stereotypical male and female learning environments increased the participants’ performance level. Another finding was that the threatening condition provided a significant increase in the participants’ flow level among males subjected to a threatening condition, which did not manifest in the case of females. In addition, this study also observed the effect of the stereotype threat on men and women in the threatening condition by division in the 34-year age group, resulting in a significant increase in the level of flow among men. This study showed previous results show that the gamified environment influences psychological variables as aggressiveness, intellectual performance, and flow level, they raise questions about the direction of these changes and the impact they may have on users’ usability and performance in these systems.

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.

Designing gamification for geometry in elementary schools: insights from the designers

Popularly used in marketing and business, gamification has been gaining interest in educational contexts for its potential to invigorate otherwise mundane or difficult processes. A gamified environment transfers motivational elements of games to learning activities thereby engaging learners in the learning task thus transforming dull classroom environments to smart ones. This paper presents the design process of a gamification intervention in geometry at elementary level, based upon Huang and Soman (Gamification of education. Research report series: behavioural economics in action, 29. Rothman School of Management, University of Toronto, Toronto, 2013) model. We describe how insights from various sources helped us to refine an intervention previously used in one school. The design focuses on gamifying the tangram, an unplugged resource, through incorporating game-based elements of leader boards, points/stars and challenge levels to motivate young learners individually and in teams. Cognitive and motivational scaffolding undergird five challenge levels to bring affordances to self and social elements for learner participation in increasingly complex geometry tasks. There are limited theoretical models to guide educational researchers, especially ones that do not require digital resources. This paper presents our insights and recommendations to support scaffolded learning in student-centred gamified learning environments.

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.

Leaderboard Design Principles to Enhance Learning and Motivation in a Gamified Educational Environment: Development Study.

BackgroundGamification in education enhances learners’ motivation, problem-solving abilities, decision-making abilities, and social skills such as communication. Numerous ongoing studies are examining the application of gamification design methodology and game mechanics to a learning environment. Leaderboards are a type of game mechanic that assist learners in goal setting and unleash the motivation for learning.ObjectiveThe aim of this study was to develop leaderboard design principles to assist learners in efficient goal setting, improve learning motivation, and promote learning in gamified learning environments.MethodsThis study implemented 2 different strategies. First, we analyzed previous research on leaderboards that focus on educational efficacy and influence on social interactions. Second, we collected and analyzed data related to cases of leaderboards being used in educational and sport environments.ResultsThis study determined 4 leaderboard design objectives from previous studies. Based on these objectives, we developed 3 leaderboard design principles. First, macro leaderboards and micro leaderboards should be designed and used together. Second, all the elements used to measure learners’ achievements in an educational environment should be incorporated into the micro leaderboard. Third, leaderboards should be designed and considered for application in contexts other than learning environments. This study further analyzes best practices considering the 3 leaderboard design principles.ConclusionsThis study contributes toward resolving problems associated with leaderboard design for the application of gamification in educational environments. Based upon our results, we strongly suggest that when teachers consider applying gamification in classrooms, the leaderboard design principles suggested in this research should be incorporated.

Student perception of usefulness and ease using Kahoot, a free web-based tool in a tertiary education setting

Kahoot is a free web-based application, which allows tertiary educators to incorporate gamified learning environments in tertiary teaching and learning. However, there is a shortage of literature on student acceptance and effective use in a learning environment. Therefore, this paper added system interactivity, task-technology and learning-game conflict factor into the Technology Acceptance Model to investigate students intention and usage of Kahoot. Structural Equation Modelling SEM using LISREL was employed to analyze data collected from 250 randomly selected university students. The questionnaires were carried out at the end of the semester, after their final examinations. The results revealed that system interactivity has positive influence (β = 0.311, p = 0.000) on perceived usefulness of Kahoot, while task-technology fit has influence (β = 0.173, p = 0.001) on Kahoot usage. Furthermore, findıngs show that learning-game conflict has (β = 0.096, p = 0.031) positive influence on student behavioral intention. The findings serve as a guide for planning, designing and implementing Kahoot to foster university students’ knowledge acquisition. Discussion and conclusion were provided.

Systematic literature review about gamification in MOOCs

ABSTRACT One of the main problems of Massive Open Online Courses (MOOCs) is the low retention rate of students and a high no-show rate. Meanwhile gamification has been gaining notoriety in the last decade within the education field. This systematic literature review explores the impact gamification has had in MOOCs, how their success is being measured, what are the theories normally associated with these gamified learning environments, and what game design elements are used as well as their implementation and outcome. We’ve reviewed 22 papers dating from 2014 to July 2019. Our findings are positive in terms of the outcomes, with a general increase in participation and retention on gamified MOOCs.

Effect of Gamification on students’ motivation and learning achievement in Second Language Acquisition within higher education: a literature review 2011-2019

<h4>This paper focuses on a fairly new motivational technique, the so-called Gamification, which consists of introducing game mechanics in non-game environments to promote motivation and engagement. By the turn of the 21rst century, Gamification took off in the business field and soon after became an attractive concept for researchers and professionals in education as it appears to be an increasingly popular method to motivate learners. Nevertheless, it is still a nascent field in terms of empirical evidence available to firmly support its educational benefits. This paper intends to shed some more light on this topic through a comprehensive review of literature published in the most prominent journals. The present study is framed within the field of Second Language Acquisition (SLA) in higher education and Computer-Assisted Language Learning, and focuses on the effects of gamified learning environments on student’s motivation and learning. A Meta-analysis method was used to explore relevant empirical research published between 2011 and 2019. After reviewing a corpus of 68 papers drawn from the leading databases Scopus and Web Of Science, and from which only 15 could be included in the study, we can point out two main findings: (i) there is still very limited literature in the field of SLA and, (ii) results seem to be predominantly positive in terms of motivation and engagement but only a few studies confirm clear interconnections with learning outcomes. The results suggest a lack of solid correlations between Gamification, motivation and cognitive processes. </h4>

Enhancing perceived digital literacy skills and creative self-concept through gamified learning environments: Insights from a longitudinal study

This longitudinal quasi-experimental mixed methods study examined the potential of employing a gamified problem-based learning (hereinafter: the intervention) to increase digital literacy (DL) skills and creative self-concept among undergraduate students. The first step of the study was used to develop and validate an efficient measure of students' perceptions of their DL skills. Step 2 was employed to check the research hypotheses by a quasi-experiment interventional study design. To this end, data were gathered from two groups: research and control (which has not experienced the intervention), both groups were Education students. Participants’ perceived DL skills and creative self-concept (CSC) were surveyed twice – before (pretest) and after (posttest) a three-month intervention. Lastly, qualitative data were collected and analyzed (Step 3) to better understand the quantitative data results. Results revealed significant differences between the pre/post tests only for the research group on the DL and CSC factors – the scores at the posttest were higher than the pretest. Non-significant differences were indicated between the tests for the control group. Results also indicated significant low to moderate connections between the DL and CSC factors. The qualitative data analysis revealed four main categories pertaining to DL skills; technology-enabled collaboration; perceived creativity; and transfer of knowledge and skills.