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

Zaric, Nadja; Lukarov, Vlatko; Schroeder, Ulrik

doi:10.17083/ijsg.v7i4.356

Cited by 13 publications

(11 citation statements)

References 19 publications

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“…Same as in our previous work [26,27], the online JS course was used for the study setup, but with a new cohort of students. The JS course was organized as a one-month course (October to November 2019), realized within the Moodle Learning Management System (LMS) [28].…”

Section: Methodsmentioning

confidence: 99%

“…In the absence of satisfactory evidence on the links between learning tendencies and game elements, we conducted an exploratory study to investigate gamification contribution to students' engagement by taking into account their learning tendencies [26], [27]. For that, we developed an online JavaScript (JS) course for Bachelor students in Computer Science (CS), who registered for the elective "Web Technologies" module taught every winter semester at the RWTH Aachen University.…”

Section: Related Workmentioning

confidence: 99%

“…Our course offered three sets of tradeable itemscoins, puzzle pieces, and food ingredients that could be picked up in various course sections (see For the second treatment group, we choose the PBL triad. As the findings from our previous work showed [27], applying PBL concerning learners' learning tendencies has its potential, but to be fulfilled, some improvements are needed. The implications derived from the qualitative analysis of our previous work are:  Badges should be visually better positioned and reflect on students' knowledge and skills gained while doing the assignment.…”

Section: Selecting Game Elementsmentioning

confidence: 99%

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Gamified Learning Theory: The Moderating role of learners' learning tendencies

Zaric

Roepke²,

Lukarov³

et al. 2021

IJSG

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The Gamified Learning Theory implies that gamification does not affect learning directly but stimulates a learning-related behavior in a mediating or moderating process. A learner-related behavior can, to some extent, be predicted based on the way learners tend to perceive, understand and utilize information. These different ways of learning are known as learning tendencies. This study investigates the moderator role of learning tendencies on gamification success concerning learners' academic participation, engagement, and experience. For this, Felder-Silverman Learning Style Model is used for the identification of learners' tendencies. In our study, 69 Computer Science students were randomly assigned to one control and two treatment groups. Students in the treatment groups were assigned two different gamified courses, while the control group attended a non-gamified course. This allowed us to analyze the individual effect of each gamification design and compare and see which gamification design was more appropriate for a learner with particular tendencies. Our results indicate that gamification design positively contributes to academic participation, affects learners' engagement in gamified environments, and that students' learning tendencies moderated students' engagement.

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Section: Methodsmentioning

confidence: 99%

Section: Related Workmentioning

confidence: 99%

Section: Selecting Game Elementsmentioning

confidence: 99%

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Gamified Learning Theory: The Moderating role of learners' learning tendencies

Zaric

Roepke²,

Lukarov³

et al. 2021

IJSG

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“…Students engaged in the gamified platform achieved the highest grades among their peers (Issa and Jusoh, 2019). Moreover, Zaric et al (2020) examined behavioural changes in an instructional sense but with a broader sample of 124 students. The research reflected the importance of gamification implementation in achieving higher engagement levels.…”

Section: Gamified E-learningmentioning

confidence: 99%

The Effect of Gamified E-learning on Employees' Engagement

Hamza

Tóvölgyi

2022

Period. Polytech. Soc. Man. Sci.

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Gamification is a concept that has not been analysed thoroughly for its positive outcomes or challenges. Although the effects of gamification in the field of education have been studied from numerous angles, gamified organisational learning features and the overall contribution of gamification have not been researched sufficiently. Following the implementation of a gamified E-learning platform, we conducted a case study in a Lebanese bank to measure the effects of gamified E-learning. The results showed that the adoption of gamified E-learning and employees' engagement levels were positively associated. Gamification also proved its importance in influencing employees' behaviour by creating a competitive environment and engaging employees on a knowledge-oriented platform. After the implementation, about 65% of employees declared higher levels of work engagement. Moreover, approximately 67% of employees acknowledged a higher degree of job satisfaction. This research paper also indicates the variables that can affect learners' – in this case, the bank employees' – perception of the gamified E-learning platform. Investigating the positive outcomes of implementing gamified processes in E-learning can pave the way for developing more complex gamified e-learning platforms.

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“…"A Fundamental Study for Gamification Design: Exploring Learning Tendencies' Effects", by Zaric et al [1], present results from a project aiming at creating a balanced, gamified learning environment in which all learners are equally engaged and interested. The paper presents the first steps towards the design of a balanced gamified environment, including a Personalized Gamification Design Model (PeGaM).…”

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confidence: 99%