Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance

Hanus, Michael; Fox, Jesse

doi:10.1016/j.compedu.2014.08.019

Cited by 1,217 publications

(970 citation statements)

References 27 publications

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“…Gamification has generally led to positive outcomes [25], but some findings are mixed (e.g., [15]) or even show a negative influence of gamification (e.g., [27]). Failed efforts to gamify, estimated to be as high as 80 percent [20], are often attributed to poor game design [10].…”

Section: Gamificationmentioning

confidence: 99%

Beyond Enjoyment: A Cognitive-Emotional Perspective of Gamification

Mullins

Sabherwal

2018

Proceedings of the 51st Hawaii International Conference on System Sciences

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Section: Gamificationmentioning

confidence: 99%

Beyond Enjoyment: A Cognitive-Emotional Perspective of Gamification

Mullins

Sabherwal

2018

Proceedings of the 51st Hawaii International Conference on System Sciences

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“…While some extant research does examine gamification targeted at primary school student users [4,16,19], its focus has not been on motivation. At the same time, empirical work that examines gamification and motivation (such as [1,9,14,17,26,30]) tends to focus on University students, and reports mixed evidence of its success on this user group [43].…”

Section: Gamification In Educationmentioning

confidence: 99%

“…A number of motivation measures have been used in an attempt to establish the effect of gamification on student motivation with qualitative data primarily used to supplement these quantitative results (e.g. [1,6,9,12,14,17,26,40]). This approach has yielded mixed results, showing that motivation and learning outcomes increase for some students in some settings.…”

Section: Research Aims and Approachmentioning

confidence: 99%

Using Gamification to Motivate Students with Dyslexia

Gooch¹,

Vasalou²,

Benton³

et al. 2016

Proceedings of the 2016 CHI Conference on Human Factors in Computing Systems

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The concept of gamification is receiving increasing amounts of attention, particularly for its potential to motivate students. However, to date the majority of studies in the context of education have predominantly focused on University students. This paper explores how gamification could potentially benefit a specific student population, children with dyslexia who are transitioning from primary to secondary school. Two teachers from specialist dyslexia teaching centres used classDojo, a gamification platform, during their teaching sessions for one term. We detail how the teachers appropriated the platform in different ways and how the students discussed classDojo in terms of motivation. These findings have subsequently informed a series of provisional design recommendations, presented within the paper, regarding how gamification platforms could be optimised for students with dyslexia. We also examine the benefits of our exploratory approach with regards to theory building that can be tested in confirmatory research. We conclude by arguing that our work can serve as a springboard for discussing how gamification platforms could be of use for students with other special educational needs.

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“…Among the reasons that have been pointed out for the use of video games in education is that EVGs may be appealing and motivating for the new generations of students that have grown up in the age of video games [8]. It is assumed that the elements that make video games fun along with the nature of games themselves are intrinsically motivating [9] so applying game elements to the classroom may increase students' intrinsic motivation to learn [10]. The use of video games can also improve students' engagement and learning outcomes [11] and can be used to tailor difficulty progression that facilitates scaffolded instruction based on each individual student's needs [10].…”

Section: The Gamification Of Education and Educational Videogames (Evgs)mentioning

confidence: 99%

The Role of Perceived Relevance and Attention in Teachers’ Attitude and Intention to Use Educational Video Games

Sánchez-Mena

Martí-Parreño

Manzano

2017

Int. J. Emerg. Technol. Learn.

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Abstract-Educational video games (EVGs) are becoming a trending topic in education as a new teaching methodology which can help teachers to increase students' attention and engagement during the learning process. Nevertheless, despite an increasing academic interest in EVGs little research has been devoted to delve into teacher's beliefs affecting their attitude towards EVGs and how these beliefs also affect their intention to use EVGs in their courses. Using Keller's ARCS model as a theoretical framework, the role of perceived relevance and attention in teachers' attitude and intention to use EVGs is analyzed. To do so a research model is tested using a sample of 312 Higher Education teachers via structural equation modeling to predict teachers' attitude and behavioral intention to use EVGs in their courses. Results suggest that perceived attention drawn by EVGs is a factor affecting teachers' intentions to use EVGs in their courses. Perceived relevance was not found to affect directly neither attitude nor intention to use while teachers' perceived attention was found to affect teachers' perceived relevance of EVGs. Limitations of the study, implications for managers, and future research lines are addressed at the end of the paper.

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Assessing the effects of gamification in the classroom: A longitudinal study on intrinsic motivation, social comparison, satisfaction, effort, and academic performance

Cited by 1,217 publications

References 27 publications

Beyond Enjoyment: A Cognitive-Emotional Perspective of Gamification

Beyond Enjoyment: A Cognitive-Emotional Perspective of Gamification

Using Gamification to Motivate Students with Dyslexia

The Role of Perceived Relevance and Attention in Teachers’ Attitude and Intention to Use Educational Video Games

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