Classroom Gamification: Merging Game Design Theory and Behavior Analysis for Increased Engagement

Johns, Jay Dee; Hayes, Aleshia; Grant, Laura; Caldwell, D. J.

doi:10.1007/978-3-319-91152-6_12

Cited by 3 publications

(2 citation statements)

References 11 publications

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“…These exercises also contain a score and a scoreboard so that students may compare their points to those of their peers or their own best. Explicit end goals, unambiguous game rules, and the development of strategies to complete the tasks are all gaming elements that help engage students in three distinct ways, as stated by Johns et al (2018). First, gaming features may be socially stimulating by providing incentives for team members to cooperate or compete with other teams.…”

Section: The Effects Of Gamified Electronic Readingmentioning

confidence: 99%

E-books vs. paper books: comparison of children’s reading comprehension and Behavior

Esponda-Pérez

Gordillo²,

Figueroa³

2023

Ciencia Latina

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People of the current generation, those born after the 1990s, are sometimes referred to as "Millennials" because of their familiarity to and comfort with technological advancements. They grow up in a world where everyone carries a minicomputer in their pocket (Zainuddin et al., 2020), and they utilize digital tools as an integral part of almost every aspect of their lives. However, studies on how digital technologies affect pupils' academic performance and motivation are still in their infancy. The purpose of this research is to explore how sixth graders' perceptions of their e-reading experiences are influenced by their use of personalized/gamified/PDF electronic reading practices at school and how that, in turn, affects their reading comprehension and motivation levels while studying English as a foreign language (EFL). Using a quasi-experimental design, this research surveys 80 Greek sixth graders from public schools on their experiences with online gaming. The study's subjects are divided into three experimental and one control groups. Each exploratory group received a prescribed reading schedule for one of the three electronic reading formats (PDF, gamified, or customized) during therapy. Contrarily, the control group was given a written guided reading schedule to adhere to. However, there was no discernible difference in the reading comprehension levels of the four groups, despite the fact that the experimental group read from a different medium than the control group did. The findings suggest that EFL students' usage of screen reading may boost their drive to read, which is promising.

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Section: The Effects Of Gamified Electronic Readingmentioning

confidence: 99%

E-books vs. paper books: comparison of children’s reading comprehension and Behavior

Esponda-Pérez

Gordillo²,

Figueroa³

2023

Ciencia Latina

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“…These exercises come replete with leaderboards and statistics that allow students to measure their progress as they go through the exercises. As claimed by Johns et al (2018), the stated goals, regulations, and success mechanisms included into gamification have the potential to encourage pupils. Additionally, empowering groups to compete against one another or work together might enhance the amount of social contact.…”

Section: Impact Of Gamification Of Electronic Readingmentioning

confidence: 99%

Reading Comprehension and Behavior in Children Using E-books vs. Printed Books

Moutsinas¹,

Gavilán²,

Valerio

et al. 2023

WJEL

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The purpose of this research is to investigate the influence that personalized, gamified, and PDF electronic reading practices have on the attitudes which fifth-grade students possess toward e-reading experiences, as well as how these stances affect the students' motivation and reading comprehension while they are learning English as a second/foreign language (EFL). For the purpose of the study, there were a total of 84 fifth-grade kids from public schools in Greece, who participated. These students were split up into three different experimental groups and a control one. Participants in the experimental groups read throughout the treatment period according to a preset schedule using one of three diverse electronic reading formats (PDF, gamified, or customized), whilst participants in the control group read utilizing a paper guided reading plan. The participants' experiences playing video games online were analyzed via a technique called the quasi-experimental approach. According to the findings of the research, the experimental group and the control group did not significantly vary from one another in terms of their levels of reading comprehension. On the other hand, in comparison to the participants in the control group, those who took part in the experiments reported having more favorable sentiments regarding their electronic reading experiences and were more inspired to read. As indicated from the research findings, kids may experience an increase in their desire to read when they use electronic gadgets. This study has implications for educators and policymakers as they consider incorporating digital reading practices into their teaching methods, particularly when it comes to improving students' motivation to read.

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The Effects of Competition in Gamified Online Discussions on Learners’ Behavioral and Cognitive Engagement

Slamet,

Brush,

Kwon

2024

Tech Know Learn

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Classroom Gamification: Merging Game Design Theory and Behavior Analysis for Increased Engagement

Cited by 3 publications

References 11 publications

E-books vs. paper books: comparison of children’s reading comprehension and Behavior

E-books vs. paper books: comparison of children’s reading comprehension and Behavior

Reading Comprehension and Behavior in Children Using E-books vs. Printed Books

The Effects of Competition in Gamified Online Discussions on Learners’ Behavioral and Cognitive Engagement

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