Educational gamification consists of the use of game elements and game design techniques in the educational context. The objective of this study is to examine the existing evidence on the impact of educational gamification on student motivation and academic performance in the last five years in order to analyze its distribution over time, educational level, variables, and most used game elements, and know the advantages of its implementation in the classroom. For this, a systematic review is proposed through the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) methodology in three multidisciplinary databases, through an exhaustive search with inclusion and exclusion criteria on quantitative experimental studies that explore gamification in educational centers, which provide information about the most current lines of research. Fourteen studies were included in this review. These used experimental or quasi-experimental designs. Most of them report gamification as a valid learning strategy. The results support the conclusion that educational gamification has a potential impact on the academic performance, commitment, and motivation of students. Therefore, this study implies the need to expand research on the needs and challenges of students when learning with gamified techniques.
The video game has been one of the phenomena with the greatest impact on the entire social fabric, and especially among young people. Therefore, it is essential to understand the interaction between the players and the video game itself. However, few instruments have been designed to assess the types of players in the adolescent population. Therefore, the purpose of this study was to validate the Gamification User Types Hexad Scale for the Spanish adolescent population. The sample of participants consisted of 1345 adolescents between the ages of 13 and 18. To evaluate the psychometric properties of the scale, a confirmatory factor analysis and a multi-group analysis of invariance by sex were performed. The results provide evidence of a valid and reliable six-factor instrument to measure the types of players in the Spanish adolescent population, regardless of their sex.
Playful learning strategies, such as educational gamification, game-based learning, and escape rooms are increasingly being incorporated into the university education system. In this study, it aims to develop and validate an instrument to analyze motivation regarding the use of playful learning strategies in university students. A total of 450 university students aged between 18 and 55 (Mean = 22.72; Standard Deviation = 5.01) were part of the sample, with whom playful strategies were implemented during the 2019/2020 school year. The results obtained in the confirmatory factor analysis indicate that the questionnaire on motivation for playful learning strategies has adequate psychometric properties to assess the motivation and perception of student learning in the implementation of ludic strategies in the classroom in the Spanish university context.
The European Union has recognized the close relationship between mental health, well-being, and education, encouraging studies and whole school interventions that work in the interrelationship between mental health and school, especially in aspects related to Early School Leaving (ESL). Literature shows that there are research gaps in this regard, but there are some inklings to think that innovative teaching methods can improve both adolescent´s mental health and reduce the rates of ESL. The main objective of this article was to find out how the use of game-based teaching techniques affects the well-being of students at risk of ESL. The life story of one young student that has left school early has been studied, focusing on the impact that gamification had in his scholar trajectory and well-being. Data analysis was carried using the constructivist version of the grounded theory. Results showed a certain degree of interrelation between all three aspects. Pointing that a period of gamification can have a positive effect in school engagement as a result of better levels of wellbeing, but also, that if this methodology is not maintained or accompanied it can cause a rebound effect acting as a risk factor to ESL.
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