Despite the public enthusiasm for gamification training for employees, gamification is not yet been fully incorporated for instructor training in universities. Previous studies have examine factors that improves employee participation, motivation and engagement that leads to the employee intentions to use gamification for training. Therefore, in this study, task technology fit (TTF), social motivations (SM) and knowledge gain from using gamifiction were investigated. The TAM is enhanced with other factors; such as the task technology fit (TTF) and social motivation. The TTF is used to examine gamification utility, while social motivation is used to examine social influence (SI) and social recognition (SR). Data were collected in two phases, in the first phase 375 data were used for the TAM, secondly, 31 data were used for the pre and posttest. A structural equation model were presented to test the TAM while the t-test were used to study the knowledge gain from using the gamification system. However, the foundation for understanding instructors' behavior in this study's context are: (1) perceived usefulness and attitudes are crucial to the continuance intentions to use gamified Moodle for training; (2) perceived usefulness mediates the relationships among social recognition, TTF, perceived ease of use, and social influence on continuance intentions; (3) when predicting continuance intentions, TTF, social recognition, social influence, and perceived ease of use are vital; (4) TTF positively affects perceived ease of use; and, unexpectedly, (5) the TTF and social influence have no significant effects on perceived usefulness. Detailed results and educational implications are discussed.
Higher education institutions are struggling to enhance teaching and learning processes to support students' needs in this information age. In the last few years, gamification has been widely used to improve learning experiences in various environments. Education is one of the fields that adopted gamification as technological innovation to increase student engagement since it plays a critical role in higher education, especially in digital learning environments. Today, learning management systems (LMSs) are commonly used to facilitate learning processes. However, the engagement and the motivation of students when using such systems require extra attention. There is a need for an instructor to incorporate digital technologies with esteemed innovations to create an engaging learning environment. Increasing students' engagement is said to be evidence of increased learning. Therefore, this paper addresses these challenges by designing, developing, and evaluating a gamified collaborative discussion environment on the moodle LMS. To achieve this, the students in a postgraduate course used a gamified online discussion environment for eight weeks during group work to complete their term projects. Students' online learning pre-test and post-test data are utilized to investigate students' engagement in a gamified discussion environment. The results illustrate that there is a significant difference between pre-test and post-test results, which shows that the gamified online discussion environment has improved students' engagement. Furthermore, students that highly accessed the online course activities had a good engagement, which motivated students to conduct online collaboration according to the game-feature context. INDEX TERMS Gamification, collaborative environment, online discussion environment, moodle.
In the field of education, gamification is expected to be one of essential elements that can enhance student’s engagement typically in a distance learning environment. It has the potential role to improve the quality of learning by better engaging students with learning activities. Providing opportunities to engage student’s learning in a way of a new technology. Gamification is one of the new-technology essential for engaging and motivating students to learn, this is defined as “the use of game-design elements in non-game contexts”. According the literature there are several studies that prove positive correlation between gamification and student engagement to improve teaching process. This research aims to evaluate the effects of gamified online assessment on student’s engagement to improve learning process especially during distance learning. Students through distance learning encounter several challenges, thus the effectiveness of gamification on them is still questionable. In this research a web-based tool was developed for gamified online assessment to measure the effectiveness of gamification environment on students’ assessment performance. To express this, a web page was developed with an attractive user interface so that can easily understand the problem by end users. Tools that used to create Web Pages in CSS, HTML, PHP, Java scripts and as a backend used SQLite with other technologies of WWW (world wide web), for drawing of the graphic and text contents. While looked code of web page consistently like as webpage design. The design has become a critical element required to engage students in gamified environment for online assessment and game elements which used includes (Level up, Virtual coin, Time, Hints, and Progress bar). According to analysis data in this study results illustrate that high average of students accessed into the gamified learning activity like gamified online quiz as a formative assessment, the finding result showed that students are recorded as highly accessed with gamification environment to complete the quiz and engage them to answer all question independently. Meanwhile students mentioned that playing with gamified online quiz have a great role to improves learning performance and it helped them to achieve better grades and obtained good results. Also, the finding results showed that student were very interested in participating in gamified online assessments and they enjoyed learning new skills and using gamified environment was enjoyable.
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