Beyond Enjoyment: A Cognitive-Emotional Perspective of Gamification

Mullins, Jeffrey K.; Sabherwal, Rajiv

doi:10.24251/hicss.2018.152

Cited by 31 publications

(20 citation statements)

References 57 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…It is important to mention that we treated gamification in this study as a collection of game elements and did not investigate the specific underlying mechanisms that explain its effects on knowledge retention. For example, [31] argue that gamification can trigger emotions which in turn exert positive effects on knowledge retention.…”

Section: Discussion Limitations and Conclusionmentioning

confidence: 99%

Findings of an Experiment: Knowledge Retention in Gamified and Non-Gamified Workshops

Putz¹,

Treiblmaier

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

Apathetic and poorly motivated students require educators to redesign their educational measures in order to create inspiring learning environments. One such educational measure is gamification, a new tool for active learning to improve students' motivation, with the ultimate goal of increasing knowledge retention. In this paper we investigate the effects of gamification on short-and long-term knowledge gains. Moreover, the moderating effects of gender and school type are scrutinized. We conducted a longitudinal study with 384 students using three assessments at different times and compared the results from gamified and non-gamified workshops. Our findings indicate that gamification is an effective tool to increase students' knowledge retention in the short term, but not necessarily in the long term. There was no significant effect of gender, but we found some preliminary evidence that school type might have a moderating effect on knowledge retention.

show abstract

Section: Discussion Limitations and Conclusionmentioning

confidence: 99%

Findings of an Experiment: Knowledge Retention in Gamified and Non-Gamified Workshops

Putz¹,

Treiblmaier

2019

Proceedings of the Annual Hawaii International Conference on System Sciences

View full text Add to dashboard Cite

show abstract

“…Gamifikasi masa depan khususnya bidang pendidikan juga perlu difokuskan pada bagaimana mengukur emosi dan kognisi pada tingkatan intensitas yang diinginkan, dan urutan yang sesuai, serta dapat mencocokkan kognisi yang ditargetkan. [28] Menggali preferensi pemain yang sesuai juga dapat menjadi prioritas pada perkembangan gamifikasi selanjutnya. [30] Kemudian penting juga mempelajari efek jangka panjang gamifikasi, untuk menilai dengan lebih baik apakah dan dalam keadaan apa elemen desain game membentuk perilaku pengguna dalam jangka panjang.…”

Section: Hasil Dan Pembahasanunclassified

Gamifikasi (Gamification) Konsep dan Penerapan

Marisa

Akhriza²,

Maukar

et al. 2020

JOINTECS

View full text Add to dashboard Cite

This research discusses the concept of gamification science in the study of literature. The concepts discussed include the basic concepts of gamification based on the opinions of the researchers and presented graphs of the trends in the application of gamification in several fields during the 2015-2019 period. Four gamification models are also described by explaining the basic concepts, ways of working, and the best models currently based on the literature reviewed in this article. Some elements of gamification are explained in two categories based on the study of literature involved. Gamification research has been described as information for the development of gamification which can also be combined with other to produce targeted solutions is to increase user retention.

show abstract

“…Olulised positiivset energiat tekitavad tegurid mängustatud tegevustes on väljakutset (ingl challenge) pakkuvad ülesanded, mis rahuldavad inimese psühholoogilisi põhivajadusi -vajadust eneseteostuse, saavutuste ja tunnustuse järele; vajadust end teistega võrrelda, vajadust teha koostööd ja tunda end hästi. (Schlagenhaufer, Amberg 2014, Sailer jt 2017) Mängustatud tegevuste käigus tekivad tegevusega tugevad emotsionaalsed seosed, mis soodustab ka info meeldejäämist (Mullins, Sabherwal 2018). Veel vähendab mängustamine õppimispinget -juhul, kui õppijad kohe eesmärki ei saavuta, ei järgne sellele läbikukkumistunnet, vaid on võimalus uuesti katsetada (Ur 2006).…”

Section: Mängustatud õPpetegevuste Roll Ja Mõju Teise Keele õPpesunclassified

Mängustatud õppetegevuste mõju üheksanda klassi õpilaste suhtumisele eesti keele kui teise keele tundidesse

Hallas¹,

Kitsnik

2020

ERYa

View full text Add to dashboard Cite

Beyond Enjoyment: A Cognitive-Emotional Perspective of Gamification

Abstract: Abstract

Cited by 31 publications

References 57 publications

Findings of an Experiment: Knowledge Retention in Gamified and Non-Gamified Workshops

Findings of an Experiment: Knowledge Retention in Gamified and Non-Gamified Workshops

Gamifikasi (Gamification) Konsep dan Penerapan

Mängustatud õppetegevuste mõju üheksanda klassi õpilaste suhtumisele eesti keele kui teise keele tundidesse

Contact Info

Product

Resources

About